Gillow-Wiles, H., & Niess, M. (2014). A systems approach for integrating multiple technologies as important pedagogical tools for TPACK. In L. Liu & D. Gibson (Eds.), Research highlights in technology and teacher education 2014 (pp. 51-58). AACE. Abstract “Teacher preparation programs as well as continuing professional education programs recognize the…
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Ndongfack, M. (2015). Mastery of active and shared learning processes for techno-pedagogy (MASLEPT): A model for teacher professional development on technology integration. Creative Education, 6(1), 32-45. https://doi.org/10.4236/ce.2015.61003 Abstract: “As schools increasingly adopt new technologies in enhancing teaching and learning, models of teacher professional development are also evolving. To ensure that…
Comments closedSundberg, M. (2015). A study of mathematics teachers’ conceptions of their own knowledge of technological pedagogical content knowledge (TPACK). In C. Bernack-Schüler, R. Erens, T. Leuders, & A. Eichler (Eds.), Views and beliefs in mathematics education (pp. 159–169). Springer. Abstract: “In this study, a sample of mathematics teachers at upper…
Comments closedLim, W. Y. & Seto, C. (2015). The efficacy of Nonaka’s knowledge creation spiral in advancing teachers’ TPACK. Advances in the Scholarship of Teaching and Learning, 2(1), 45-55. Abstract: “This paper reports the use of Nonaka’s knowledge creation spiral as a design strategy for developing teacher TPACK. While it is…
Comments closedScharber, C., Henrickson, J., Koseoglu, S., Lanegran, D., & Doering, A. (2014). Technology integration in K-12 geography education using TPACK as a conceptual model. Journal of Geography, 113(6), 223-237. https://doi.org/10.1080/00221341.2014.896393 Abstract: “There is a need for quality professional development programs and instructional models addressing the needs and challenges of K–12…
Comments closedParker, C. E., Stylinski, C. D., Bonney, C. R., Schillaci, R., & McAuliffe, C. (2015). Examining the quality of technology implementation in STEM classrooms: Demonstration of an evaluative framework. Journal of Research on Technology in Education, 47(2), 105-121. http://doi.org/10.1080/15391523.2015.999640 Abstract: “Technology applications aligned with science, technology, engineering, and math (STEM)…
Comments closedNdongfack, M. N. (2015). Teacher profession development on technology integration using the mastery of active and shared learning for techno-pedagogy (MASLEPT) model. Creative Education, 6(3), 295-308. https://doi.org/10.4236/ce.2015.63028 Abstract: “As various learning technologies increasingly become available in schools, teachers are not using them for instructional purposes. Many studies have indicated that…
Comments closedHsu, Y-S. (Ed.) (2015). Development of science teachers’ TPACK. Springer. Abstract: “The Science Education Center at National Taiwan Normal University has been exploring topics of science teaching and learning and designing technology-enabled science instruction for years. With these longitudinally academic research endeavors, the Center received grants from the Aim for…
Comments closedMcGee, R. (2015). Technology professional development phenomena in today’s schools (Publication No. 3704505) [Doctoral dissertation, Northeastern University]. ProQuest Dissertations and Theses Global. Abstract: “This interpretive phenomenological case study explores the Technology Director’s understanding of technology professional development phenomena in today’s public K-12 schools. This research was conducted to provide a…
Comments closedRae, D., (2015). 2014 STEM professional development summer institute: K12 teacher progression identified in TPACK assessment [Doctoral dissertation, Boise State University]. Boise State University Theses and Dissertations. http://scholarworks.boisestate.edu/td/956 Abstract: “This study examined the relationship between K12 teachers’ STEM (science, technology, engineering, and mathematics) instructional technology knowledge before and after a…
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