Dysart, 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…
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DeCoito, 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 closedRaper, R. C. (2018). The relationship between secondary teachers’ technological pedagogical content knowledge and technology integration factors (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13422418) Abstract: “Research in educational technology has led to the discovery of factors for successful technology integration into the classroom—technology access and support, professional development, attitudes…
Comments closedPrice, E. Y. (2018). Exploring teachers’ perceptions of professional development for a blended learning environment: A qualitative case study (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10934226) Abstract: “Blended learning is gaining momentum in K-12 schools, and teachers are required to make a paradigm shift in instructional practices…
Comments closedRingstaff, C., & Haymore Sandholtz (2018). From budgets to bus schedules: Contextual barriers and support for science instruction in elementary schools. In S. M. Uzzo, S. B. Graves, E. Shay, M. Harford, & R. Thompson (Eds.), Pedagogical content knowledge in STEM (pp. 67–82).https://doi.org/10.1007/978-3-319-97475-0_4 Abstract: “Improvements in teachers’ pedagogical content knowledge are critical in improving…
Comments closedRead, M. F., Morel, G. M., Butcher, T., Jensen, A. E., & Lang, J. M. (2019). Developing TPACK understanding through experiential faculty development. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 224–256). https://doi.org/10.4018/978-1-5225-7001-1.ch011 Abstract: “The purpose of this chapter was…
Comments closedMishra, P., Henriksen, D., & Mehta, R. (2019). Creativity, digitality, and teacher professional development: Unifying research, theory, and practice. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 123–154). https://doi.org/10.4018/978-1-5225-7918-2.ch006 Abstract: “This article describes the development of a trans-disciplinary framework for creative teaching using technology. In recent years, the authors of…
Comments closedKokoc, M., & Karal, H. (2019). A study on the technological pedagogical content knowledge experiences of primary school teachers throughout blended professional development programs. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 302–327). https://doi.org/10.4018/978-1-5225-7001-1.ch014 Abstract: “The purpose of the chapter is…
Comments closedDick, T. P., & Burrill, G. F. (2019). Design and implementation principles for dynamic interactive mathematics technologies. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 372–400). https://doi.org/10.4018/978-1-5225-7918-2.ch018 Abstract: “Design and implementation principles are described for choosing and using dynamic interactive mathematics technologies in support of mathematics learning and teaching. The design…
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