Omohundro, T. (2015). First-year secondary teachers’ perceptions of their preparedness to integrate 21stcentury skills into the technology-rich classroom (Publication No. 3746606) [Doctoral dissertation, Virginia Commonwealth University]. ProQuest Dissertations & Theses Global. Abstract: “School districts continue to integrate emerging technologies and expectations for 21st century teaching and learning. This movement began with release…
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Damick, J. M. (2015). Implementing technology in an algebra classroom [Master’s thesis, College at Brockport]. SUNY Open Repositories. http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1629&context=ehd_theses Abstract: “The drive to place technology in the secondary mathematics classrooms has been on the rise and has shown overtime to improve learning outcomes. How to support teachers with the implementation of technology in the…
Comments closedChewning, R. (2015). Secondary English teachers’ dispositions toward technology integration in one-to-one environments (Publication No. 3745350) [Doctoral dissertation, Clemson University]. ProQuest Dissertations and Theses Global database. Abstract: “This study examined how high school English teachers define technology integration and how teacher beliefs regarding technology integration impacts teacher and student use…
Comments closedBenton-Borghi, B. H. (2016). Universal design for learning (UDL) infused technological pedagogical content knowledge (TPACK) model prepares efficacious 21st century teachers. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (2nd ed., pp. 143-166). Routledge. Abstract: “This mixed methodology research study supports a Universal…
Comments closedPhillips, M. (2016). Re-contextualising TPACK: Exploring teachers’ (non-)use of digital technologies. Technology, Pedagogy, and Education, 25(5), 555-571. https://doi.org/10.1080/1475939X.2015.1124803 Abstract: “Technological, pedagogical and content knowledge (TPACK) has been used by hundreds of studies as a theoretical framework to explore teachers’ technology use in classroom settings. While these studies have contributed to understandings of the…
Comments closedJoo, Y. J., Lim, K. Y., & Kim, N. H. (2015). The effects of secondary teachers’ technostress on the intention to use technology in South Korea. Computers & Education, 95, 114-122. https://doi.org/10.1016/j.compedu.2015.12.004 Abstract: “This study aims to investigate the structural relationships between secondary school teachers’ TPACK, perception of school support for…
Comments closedBrown, S. M. (2015). Interactive whiteboards and TPACK for technology-enhanced learning: Secondary mathematics teachers’ barriers, beliefs, and support needs in one rural school district (Publication No. 3737130). [Doctoral dissertation, Mississippi State University]. ProQuest Dissertations and Theses Global. Abstract: “Low-income students and blacks make up nearly half of public school students, and on…
Comments closedLai, T.-L., & Lin, H.-F. (2015). Exploring mathematics teachers’ perception of technological pedagogical content knowledge. Journal of Educational Media & Library Sciences, 52(1), 59-82. https://doi.org/10.6120/JoEMLS.2015.521/0642.RS.CE Abstract: “The purpose of the study is to develop an instrument for junior high school mathematics teachers to evaluate their technological pedagogical content knowledge. The survey…
Comments closedKontkanen, S., Dillon, P., Valtonen, T., Eronen, L., Koskela, H., & Väisänen, P. (2016). Students’ experiences of learning with iPads in upper secondary school – A base for proto-TPACK. Education and Information Technologies, 22, 1299–1326. https://doi.org/10.1007/s10639-016-9496-7 Abstract: “This research focuses on Finnish students’ (n = 84) experiences of using personal iPads in their studies…
Comments closedBouck, E. C. (2016). A national snapshot of assistive technology for students with disabilities. Journal of Special Education Technology, 31(1), 4-13. https://doi.org/10.1177/0162643416633330 Abstract: “Assistive technology (AT)—included in the Individuals with Disabilities Education Act since 1990—supports students with disabilities. Yet, research repeatedly suggests an underutilization of AT. This study represents a secondary analysis of…
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