Karakaya, F., & Avgin, S. S. (2016). Investigation of teacher science discipline self-confidence about their technological pedagogical content knowledge (TPACK). European Journal of Education Studies, 2(9), 1-20. doi:10/zenodo.165850 Abstract: “The aim of this study is to determine about the Technological Pedagogical Content Knowledge (TPACK) self confidence level of physics, chemistry, biology…
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Havard, B. & East, M., Prayaga, L. & Whiteside, A. (2016). Adaptable learning theory framework for technology enhanced learning. In E. Railean, G. Walker, L. Jackson, & A. Elci (Eds.), Handbook of applied learning theory and design in modern education (pp. 632-654). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-9634-1 Abstract: “The sheer volume…
Comments closedLuna, A. (2015). Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: A case study (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 3722882) Abstract: “Education is constantly evolving, facing new demands from changing standards in a competitive global society. California…
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 closedConstantine, A., Rozowa, P., Szostkowski, A., Ellis, J., & Roehrig, G. (2017). The “T” in STEM: How elementary science teachers’ beliefs of technology integration translate to practice during a co-developed STEM unit. Journal of Computers in Mathematics and Science Training, 36(4), 339–349. Retrieved from https://www.learntechlib.org/p/178276/. Abstract: “In the age of STEM education, teachers consistently struggle to…
Comments closedConnell, M. L., & Abramovich, S. (2018). STEM teaching and learning via technology-enhanced inquiry. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 595-619). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch026 Abstract: “This chapter aims to address several limitations of Technological Pedagogical Content Knowledge (TPACK) –…
Comments closedYildirim, B., & Sidekli, S. (2018). STEM applications in mathematics education: The effect of STEM applications on different dependent variables. Journal of Baltic Science Education, 17(2), 200–214. Abstract: “The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers’ mathematical literacy self-efficacy, technological pedagogical knowledge and…
Comments closedMayled, L. H. (2018). Low SES student achievement: A quantitative study of technology-enabled courses active learning in secondary STEM courses (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10838919) Abstract: “This retrospective, quantitative, causal-comparative study was conducted to understand if there was a statistically significant difference in student achievement (gain…
Comments closedUsak, M. (2018). Past, present and future of journal of Baltic science education. Journal of Baltic Science Education, 17(3), 364–366. Retrieved from http://www.scientiasocialis.lt/jbse/?q=node/667 Abstract: “The author reflects on the articles about science education that were published in the journal in the past 10 years as of May 2018. Topics discussed include inquiry-based learning,…
Comments closedDeCoito, I., & Richardson, T. (2018). Teachers and technology: Present practice and future directions. Contemporary Issues in Technology and Teacher Education, 18(2). Retrieved from http://www.citejournal.org/volume-18/issue-2-18/science/teachers-and-technology-present-practice-and-future-directions Abstract: “Technology cannot be effective in the classroom without teachers who are knowledgeable about both the technology itself and its implementation to meet educational goals. While technology use…
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