Kartal, T., Kartal, B., & Uluay, G. (2016). Technological pedagogical content knowledge self assessment scale (TPACK-SAS) for pre-service teachers: Development, validity, and reliability. International Journal of Eurasia Social Sciences, 7(23), 1-36. Retrieved from http://www.academia.edu/26658849/technological_pedagogical_content_knowledge_self_assessment_scale_tpack-_sas_for_pre-service_teachers_development_validity_and_reliability Abstract: “TPACK has been a new issue of interest for the last decade. Koehler and Mishra (2005) suggested…
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Jaipal-Jamani, K., Figg, C., Gallagher, T. L., & Ciampa, K. (2015). Collaborative professional development in higher education: Developing knowledge of technology enhanced teaching. Journal of Effective Teaching, 15(2), 30-44. Retrieved from http://files.eric.ed.gov/fulltext/EJ1077239.pdf Abstract: “This paper describes a professional development initiative of teacher educators, called the Digital Pedagogies Collaboration, in which the goal…
Comments closedNiess, M. L. (2017). Technological pedagogical content knowledge (TPACK) framework for K-12 teacher preparation: Emerging research and opportunities. Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-1621-7 Abstract: “Educational technologies are vastly becoming a common-place entity in classrooms as they provide more options and support for teachers and students. However, many teachers are finding these technologies difficult…
Comments closedWright, V. H., & Davis, A. (2016). Integrating technology in nurse education: Tools for professional development, teaching, and clinical experiences. In Information Resources Management Association (Ed.), Educational leadership and administration: Concepts, methodologies, tools, and applications (Vol. 4, pp. 692-707). IGI Global. https://doi.org/10.4018/978-1-5225-1624-8.ch034 Abstract: “This chapter explores how nurse educators can better integrate…
Comments closedPsillos, D. (2016). Development of a blended learning program and its pilot implementation for professional development of science teachers. In P. Anastasiades & N. Zaranis (Eds.), Research on e-learning and ICT in education: Technological, pedagogical and instructional perspectives (pp. 189-200). Switzerland: Springer International. Abstract retrieved from http://link.springer.com/chapter/10.1007/978-3-319-34127-9_14 Abstract: “Teachers’ professional development (TPD) in the pedagogical…
Comments closedHennessey, S., Olofson, M. W., Swallow, M. J. C., & Downes, J. (2016). Evolving pedagogy and practice: The 1:1 mathematics classroom through a TPACK lens. In Information Resources Management Association (Ed.), Educational leadership and administration: Concepts, methodologies, tools, and applications (Vol. 4, pp. 2005-2033). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-1624-8.ch092 Abstract: “This chapter…
Comments closedLiu, S. H., Tsai, H. C., & Huang, Y. T. (2015). Collaborative professional development of mentor teachers and pre-service teachers in relation to technology integration. Educational Technology & Society, 18(3), 161–172. Abstract: “This study examines the collaborative professional development (CPD) of three pairs of mentor teachers and pre-service teachers in a…
Comments closedCurtis, K. (2016). The effect of post-professional development services to help teachers integrate technology into the classroom and increase student achievement (Master’s thesis, Monmouth University). Retrieved from https://www.researchgate.net/profile/Kevin_Curtis5/publication/311582953_the_effect_of_post-professional_development_services_to_help_teachers_integrate_technology_into_the_classroom_and_increase_student_achievement/links/584ee3cf08aed95c25099378.pdf Abstract: “The researcher explored the effect of post-professional development on the use of iPads in the classroom at a diverse, private catholic high school. Using…
Comments closedTaylan, R. D. (2017). Promoting active learning in mathematics teacher education: The flipped classroom method and use of video content. In J. Keengwe, & P. Bull (Eds.), Handbook of research on transformative digital content and learning technologies (pp. 269-284). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2000-9.ch015 Abstract: “Teacher educators have a responsibility to help…
Comments closedKim, J. H., Foster, A., & Cho, M. (2017). Professional development for technology integration into differentiated math instruction. In J. Keengwe, & P. Bull (Eds.), Handbook of research on transformative digital content and learning technologies (pp. 1-24). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2000-9.ch001 Abstract: “To make a connection between pedagogy and technology in…
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