Driskell, S. O., Bush, S. B., Ronau, R. N., Niess, M.L., Rakes, C. R., & Pugalee, D. K. (2018). Mathematics education technology professional development: Changes over several decades. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 115-144). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch006 Abstract:…
Comments closedTag: professional development
Bernal, E. V., & Farmer, L. S. J. (2018). Evaluating a professional development program for course redesign with technology: The faculty end-user experience. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 476-497). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch021 Abstract: “This study evaluated…
Comments closedRocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2020). Professional development and use of digital technologies by science teachers: A review of theoretical frameworks. Research in Science Education, 50, 673–708. https://doi.org/10.1007/s11165-018-9707-x Abstract: “This article aims to characterise the research on science teachers’ professional development programs that support the use…
Comments closedKrauskopf, K., Foulger, T. S., & Williams, M. K. (2018). Prompting teachers’ reflection of their professional knowledge. A proof-of-concept study of the graphic assessment of TPACK instrument. Teacher Development, 22(2), 153–174. doi:10.1080/13664530.2017.1367717 Abstract: “Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with…
Comments closedHavard, B., Nguyen, G.-N., & Otto, B. (2018). The impact of technology use and teacher professional development on U.S. national assessment of educational progress (NAEP) mathematics achievement. Education and Information Technologies, 23, 1897–1918. https://doi.org/10.1007/s10639-018-9696-4 Abstract: “The purpose of this study was to determine the impact of technology use and teacher professional…
Comments closedMartin, C. L. (2018). Correlational analysis of self-efficacy and technological pedagogical content knowledge of board certified teachers (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10786764) Abstract: “The purpose of this quantitative, correlational study determined if and to what extent there were a relationship between self-efficacy and the four-integrated…
Comments closedPareto, L., & Willermark, S. M. L. (2018). TPACK in situ: A design-based approach supporting professional development in practice. Journal of Educational Computing Research, 57(5), 1186–1226. https://doi.org/10.1177/0735633118783180 Abstract: “Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most…
Comments closedLevy, K. S., Kali, Y., & Tal, T. (2015). Teachers as designers of technology-enhanced outdoor inquiry.Interdisciplinary Journal of e-Skills and Lifelong Learning, 11, 209–235. https://doi.org/10.28945/2320 Abstract: “Implementing inquiry in the outdoors introduces many challenges for teachers, some of which can be dealt with using mobile technologies. For productive use of these technologies,…
Comments closedDysart, S. A., & Weckerle, C. (2015). Professional development in higher education: A model for meaningful technology integration. Journal of Information Technology Education: Innovations in Practice, 14, 255–265. Retrieved from https://www.informingscience.org/Publications/2326 Abstract: “While many institutions provide centralized technology support for faculty, there is a lack of centralized professional development opportunities that focus on simultaneously developing…
Comments closedDeCoito, I., & Richardson, T. (2018). Teachers and technology: Present practice and future directions. Contemporary Issues in Technology and Teacher Education, 18(2). Retrieved from http://www.citejournal.org/volume-18/issue-2-18/science/teachers-and-technology-present-practice-and-future-directions Abstract: “Technology cannot be effective in the classroom without teachers who are knowledgeable about both the technology itself and its implementation to meet educational goals. While technology use…
Comments closed