McKenney, S., Boschman, F., Pieters, J., & Voogt, J. (2016). Collaborative design of technology-enhanced learning: What can we learn from teacher talk? TechTrends, 60(4), 385-391. doi:10.1007/s11528-016-0078-8 Abstract: “The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as…
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Atasoy, E., Uzun, N., & Aygun, B. (2016). Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment. World Journal on Educational Technology, 8(1), 18-24. doi:10.18844/wjet.v8i1.496 Abstract: “The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed…
Comments closedPatahuddin, S. M., Lowrie, T., & Dalgarno, B. (2016). Analysing mathematics teachers’ TPACK through observation of practice. Asia-Pacific Education Researcher, 25, 863–872. https://doi.org/10.1007/s40299-016-0305-2 Abstract: “Technological pedagogical content knowledge (TPACK) has been well accepted as a framework to understand and describe types of knowledge required by teachers to teach specific content with…
Comments closedGill, L., & Dalgarno, B. (2017). A qualitative analysis of pre-service primary school teachers’ TPACK development over the four years of their teacher preparation programme. Technology, Pedagogy, and Education, 26(4), 439-456. https://eric.ed.gov/?id=EJ1153458 Abstract: “This article reports on a qualitative case study which examined the development of six Australian pre-service teachers’ Technological…
Comments closedMalik, K. D. (2015). A case study on how teaching in a one-go-one setting with the iPad is aligned with the TPACK framework (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10145126) Abstract: “This mixed-method multiple-case study explores the ways successful teaching with the iPad in a one-to-one…
Comments closedSwallow, M. J. C., & Olofson, M. W. (2017). Contextual understandings in the TPACK framework. Journal of Research on Technology in Education, 49(3-4), 228-244. https://doi.org/10.1080/15391523.2017.1347537 Abstract: “The technological, pedagogical, and content knowledge (TPACK) framework considers the role of technology in teaching. Although TPACK is grounded in context, one limitation is the…
Comments closedShafer, E. C. (2017). A qualitative study of how teacher perceptions within a 1:1 iPad® program may contribute to changes in teacher practices (Doctoral dissertation). Retrieved from https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=7220&context=etd Abstract: “Background: Schools around the United States are implementing costly school-wide 1:1 iPad programs to support student learning. Technology integration in schools has the potential…
Comments closedJaipal-Jamani, K., Figg, C., Collier, D., Gallagher, T., Winters, K., & Ciampa, K. (2018). Developing TPACK of university faculty through technology leadership roles. Italian Journal of Educational Technology, 26(1), 39-55. https://doi.org/10.17471/2499-4324/984 Abstract: “This paper reports on a study that explored how faculty to take on technology leadership roles developed TPACK knowledge and…
Comments closedHannaway, D. M., & Steyn, M. G. (2017). Teachers’ experiences of technology-based teaching and learning in the foundation phase. Early Child Development & Care, 187(11), 1745–1759. doi:10.1080/03004430.2016.1186669 Abstract: “This paper presents one aspect of a larger scale doctoral study, namely the teachers’ experiences of technology-based teaching and learning in the foundation phase. Technology…
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