Schneider, B. (2017). Virtual civic engagement: Exploring technology, secondary social studies, and problem based learning with TPACK (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10254590) Abstract: “Sociological and cultural analysts have noted the reticence of public secondary schooling to recognize and build academic activities around the participatory…
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Gonzalez, M. D. (2016). Understanding the technological, pedagogical, and mathematical issues that emerge as secondary mathematics teachers design lessons that integrate technology (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10583408) Abstract: “This multiple case study examines four groups of secondary mathematics teachers engaged in a Lesson Study…
Comments closedGarbo, L. M. (2016). Technology integration: A mixed methods study of veteran secondary teachers’ beliefs, attitudes, and classroom practices (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10255704) Abstract: “The veteran secondary teacher is a valuable asset in the educational field, yet has not been the focus of…
Comments closedSu, X., Huang, X., Zhou, C., & Chang, M. (2017). A technological pedagogical content knowledge (TPACK) scale for geography teachers in senior high school. Egitim ve Bilim, 42(190), 325-341. doi:10.15390/EB.2017.6849 Abstract: “With information technology being employed extensively in school education, the TPACK (Technological Pedagogical Content Knowledge) theoretical framework is adopted by a…
Comments closedKaratas, F. I, & Tutak, F. A. (2017). An examination of in-service secondary mathematics teachers’ technological pedagogical content knowledge and their technology integration self-efficacy. Mustafa Kemal University Journal of Graduate School of Social Sciences, 14(37), 180-198. Retrieved from http://sbed.mku.edu.tr/article/view/5000197505 Abstract: “The aim of this study was to identify perceived technological…
Comments closedMalkoc, U. (2017). Students’ understanding of salt dissolution: Visualizing animation in the chemistry classroom (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10268627) Abstract: “The present study explored the effect of animation implementation in learning a chemistry topic. 135 high school students taking chemistry class were selected for this…
Comments closedHooker, M. (2017). A study on the implementation of the strengthening innovation and practice in secondary education initiative for the preparation of science, technology, English, and mathematics (STEM) teachers in Kenya to integrate information and communication technology (ICT) in teaching and learning (Doctoral dissertation, Queens University Belfast, Belfast, UK). Retrieved from http://pure.qub.ac.uk/portal/files/130672931/EDD_DISSERTATION_MARY_HOOKER_FINAL_2_.pdf Abstract: “The…
Comments closedAlcoser, M. E. (2017). Intentional implementation: A self-study examining and evaluating instructional implementation of digital tools to foster academic writing in the English secondary classroom (Publication No. 10275103) [Doctoral dissertation, University of Maryland]. ProQuest Dissertations & Theses Global. Abstract: “This self-study examines the planning, practices, policies, and procedures present in a blended learning classroom…
Comments closedReinsfield, E., & Williams, P.J. (2018). New Zealand secondary teachers’ perceptions: “Technological” or “technical” thinking? International Journal of Technology and Design Education, 28, 739–751. https://doi.org/10.1007/s10798-017-9418-z Abstract: “Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools…
Comments closedHunter, J. (2017). High possibility classrooms as a pedagogical framework for technology integration in classrooms: An inquiry in two Australian secondary schools. Technology, Pedagogy and Education, 26(5), 559-571. https://doi.org/10.1080/1475939X.2017.1359663 Abstract: “Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a…
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