Tan, S. C., Teo, T. W., & Tsai, C.-C. (2022). Digital technologies and professional learning of science teachers: A technological pedagogical content knowledge (TPACK) perspective. In J. A. Luft & M. G. Jones (Eds.), Handbook of research on science teacher education (pp. 313-324). Taylor and Francis. https://doi.org/10.4324/9781003098478-27 Abstract: “The application…
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Harris, J. B. (2008). TPCK in inservice education: Assisting experienced teachers’ planned improvisations. In AACTE Committee on Innovation & Technology (Eds.). Handbook of technological pedagogical content knowledge for educators (pp. 251-271). Routledge. https://scholarworks.wm.edu/educationbookchapters/2/ Abstract: “What happens when experienced teachers seek to integrate educational technologies into curriculum-based learning and teaching, and…
Comments closedPalmares, M. P., & Batisla-Ong, S. N. (2023). Technological, pedagogical, content knowledge (TPACK) of science teachers: Basis of in-service training design development. Cosmos Journal of Engineering & Technology, 13(1), 1-15. https://www.cosmosjournal.in/wp-content/uploads/2023/04/CET-JJ23-131-1.-Dr.-Maryleare-P.-Palmares.pdf Abstract: “This descriptive correlational study was conducted to determine the technological, pedagogical, and content knowledge (TPACK)of teachers teaching Science…
Comments closedPareto, L., & Willermark, S. (2022). Tracing expansive learning in computer-supported collaborative teaching. Learning, Culture and Social Interaction, 33, Article 100617. https://doi.org/10.1016/j.lcsi.2022.100617 Abstract: “The theory of expansive learning is used in many studies to explore change in inter-organizational and non-traditional settings. However, long-term, fundamental expansive learning is challenging to study…
Comments closedLedford, D. M. (2016). Development of a professional learning framework to improve teacher practice in technology integration (Doctoral dissertation, Boise State University). Retrieved fromhttp://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2159&context=td Abstract: “Technology is now considered a critical component and an integral part of a high quality education (Ertmer & Ottenbreit-Leftwich, 2010). Teachers must be equipped to handle the…
Comments closedPetersen, A. R. (2016). Developing TPACK: A study of new interactive whiteboard implementers (Master’s thesis, Hamline University). Abstract retrieved from http://digitalcommons.hamline.edu/hse_all/4172/ Abstract: “Typical professional development for teachers implementing new technologies has been limited to technology knowledge, largely excluding pedagogical and content knowledge. This capstone investigates the process of developing Technological Pedagogical Content Knowledge…
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 closedRae, G. (2017). BYOD (Bring Your Own Device) and its impact on teacher pedagogy: A New Zealand case study (Master’s thesis). Retrieved from https://ir.canterbury.ac.nz/handle/10092/13427 Abstract: “The practice of students bringing their own device to school BYOD (Bring Your Own Device) has now become reasonably common in New Zealand primary schools after being first…
Comments closedGrosser, D. A. (2017). A multiple case study of co-teachers’ technology integration knowledge: How it is held, built, and shared (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10268083) Abstract: “This multiple case study explored how secondary-level co-teachers hold, build, and share knowledge related to technology integration. Co-teaching,…
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