Taylan, 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…
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Kim, 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…
Comments closedHavard, B. & East, M., Prayaga, L. & Whiteside, A. (2016). Adaptable learning theory framework for technology enhanced learning. In E. Railean, G. Walker, L. Jackson, & A. Elci (Eds.), Handbook of applied learning theory and design in modern education (pp. 632-654). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-9634-1 Abstract: “The sheer volume…
Comments closedSaritepeci, M., & Durak, H. (2016). Examining different variables of TPACK level of teachers attending the FATIH project interactive classroom management course. Participatory Educational Research, Special Issue 2016(IV), 161-170. https://dergipark.org.tr/en/pub/per/issue/47596/601276 Abstract: ““Pedagogical Content Knowledge” term came out by combining “content knowledge” dimension that teachers need to have and pedagogical knowledge dimension.…
Comments closedGetenet, S. T. (2017). Adapting technological pedagogical content knowledge framework to teach mathematics. Education and Information Technologies, 22, 2629–2644. https://doi.org/10.1007/s10639-016-9566-x Abstract: “The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This…
Comments closedWiggins, L. R. (2016). Successful district online teachers’ perspectives of professional development (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10410574) Abstract: “The development of high quality online teachers within a Florida school district is critical given the exponential growth of virtual district programs, the lack of experienced…
Comments closedRitter, D.S. (2012). Teachers’ planning process: TPACK, professional development, and the purposeful integration of technology [Master’s thesis, Montana State University]. Montana State ScholarWorks. http://scholarworks.montana.edu/xmlui/handle/1/2135 Abstract: “Technology is becoming quite pervasive in society at large. Its integration into secondary schools and its use with curriculum requires a unique knowledge of its purposeful articulation…
Comments closedMiller, S. B. (2017). Teachers’ use of instructional moves during technology-based mathematical activities (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10270262) Abstract: “This study investigates instructional moves by teachers in mathematics classrooms in which technology-based activities (i.e., student-oriented simulations) and features of those simulations influence classroom practices.…
Comments closedMcCusker, L. (2017). Professional development recognizing technology integration modeled after the TPACK framework (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10265301) Abstract: “Public school teachers within a Pennsylvania intermediate unitare receiving inadequate job-embedded professional development that recognizes knowledge of content, pedagogy, and technology integration, as outlined by…
Comments closedMarkle, R. S. (2016). Exploring teacher readiness: What features of professional development enhance motivation to implement technology innovations? (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10194879) Abstract: “Several studies suggest that if evidence-based school innovations are to be successful, schools must possess adequate capacity to implement them with…
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