Bozkurt, E. (2014). TPACK levels of physics and science teacher candidates: Problems and possible solutions. Asia-Pacific Forum on Science Learning and Teaching, 15(2), Article 5. https://www.eduhk.hk/apfslt/v15_issue2/bozkurt/index.htm Abstract: “This research examined whether the technological pedagogical content knowledge (TPACK) of physics and science teachers is at a sufficient level and whether the…
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Yeh, Y.-F., Hwang, F.-K., & Hsu, Y.-S. (2015). Applying TPACK-P to a teacher education program. In Y.-S. Hsu (Ed.), Development of science teachers’ TPACK (pp. 71–88). Springer. Abstract: “We propose a teacher community called the learning module design team (LMDT) in which preservice teachers, in-service teachers, and science education researchers’…
Comments closedLin, T.-C., & Hsu, Y.-S. (2015). The current status of science teachers’ TPACK in Taiwan from interview data. In Y.-S. Hsu (Ed.), Development of science teachers’ TPACK (pp. 33–50). Springer. Abstract: “Teachers’ knowledge about technology-infused instruction has recently attracted much research attention. This chapter focuses on science teachers’ technological pedagogical…
Comments closedHsu, Y.-S., Yeh, Y.-F., & Wu, H.-K. (2015). The TPACK-P framework for science teachers in a practical teaching context. In Y.-S. Hsu (Ed.), Development of science teachers’ TPACK (pp. 17–32). Springer. Abstract: “TPACK refers to the knowledge construct that teachers rely on to facilitate their instruction with technology. In order…
Comments closedChien, Y.-T., & Chang, C.-Y. (2015). Developing preservice teachers’ sensitivity to the interplay between subject matter, pedagogy, and ICTs. In Y.-S. Hsu (Ed.), Development of science teachers’ TPACK (pp. 91–104). Springer. Abstract: “Mishra and his colleagues’ notion of technological pedagogical content knowledge (TPCK, renamed as TPACK in Thompson AD, Mishra…
Comments closedRae, D., (2015). 2014 STEM professional development summer institute: K12 teacher progression identified in TPACK assessment [Doctoral dissertation, Boise State University]. Boise State University Theses and Dissertations. http://scholarworks.boisestate.edu/td/956 Abstract: “This study examined the relationship between K12 teachers’ STEM (science, technology, engineering, and mathematics) instructional technology knowledge before and after a…
Comments closedOwusu, K.A., Conner, L. & Astall, C. (2015). Assessing New Zealand high school science teachers’ technological pedagogical content knowledge. Journal of Computers in Mathematics and Science Teaching, 34(3), 345-373. https://www.learntechlib.org/primary/p/147320/ Abstract: “Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New…
Comments closedJaipal-Jamani, K., & Figg, C. (2015). A case study of a TPACK-based approach to teacher professional development: Teaching science with blogs. Contemporary Issues in Technology and Teacher Education, 15(2). https://citejournal.org/volume-15/issue-2-15/science/a-case-study-of-a-tpack-based-approach-to-teacher-professional-developmentteaching-science-with-blogs/ Abstract: “This paper presents a case study of a technology professional development initiative and illustrates how a workshop approach based on…
Comments closedColvin, J.C., & Tomayko, M.C. (2015). Putting TPACK on the radar: A visual quantitative model for tracking growth of essential teacher knowledge. Contemporary Issues in Technology and Teacher Education, 15(1), 68-84. http://www.citejournal.org/vol15/iss1/currentpractice/article1.cfm Abstract: “Since Mishra and Koehler’s (2006) description of technological pedagogical content knowledge (also known as TPACK), scholars have analyzed…
Comments closedOwusu, K. A., Conner, L., & Astall, C. (2015). Contextual influences on science teachers’ TPACK levels. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 307-333). Information Science Reference. http://dx.doi.org/10.4018/978-1-4666-8403-4.ch012 Abstract: “The contextual factors influencing teachers’ use of technology as well…
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