Pizzino, J. D. (2023). The impact of student achievement based upon the differences between teacher perception of blended learning and their technological pedagogical content knowledge [Doctoral dissertation, Liberty University]. Liberty University Scholars Crossing. https://digitalcommons.liberty.edu/doctoral/4155/ Abstract: “The purpose of this quantitative, correlational research study was to understand if student benchmark scores…
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Kotoka, J K; Kriek, J. (2023). Exploring physics teachers’ technological, pedagogical and content knowledge and their learners’ achievement in electricity. Journal of Baltic Science Education, 22(2), 282-293. https://doi.org/10.33225/jbse/23.22.282 Abstract: “The technological, pedagogical and content knowledge (TPACK) framework was developed incorporating content, pedagogical and technological knowledge. Studies used TPACK constructs and reported…
Comments closedFarrell, I. (2016). Examining the relationship between technological pedagogical content knowledge (TPACK) and student achievement utilizing the Florida value-added model (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10107756). Abstract: “The purpose of this study was to examine the relationship between the TPACK of in-service teachers and student…
Comments closedVandykgibson, J. L. (2016). K-12 educational technology implementations: A Delphi study (Doctoral dissertation, Walden University). Retrieved from http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3802&context=dissertations Abstract: “The use of educational technologies is a key component of education reform. In its current national technology plan, Future Ready Learning: Reimagining the Role of Technology in Education, the U.S. Department of Education asserts…
Comments closedCurtis, K. (2016). The effect of post-professional development services to help teachers integrate technology into the classroom and increase student achievement (Master’s thesis, Monmouth University). Retrieved from https://www.researchgate.net/profile/Kevin_Curtis5/publication/311582953_the_effect_of_post-professional_development_services_to_help_teachers_integrate_technology_into_the_classroom_and_increase_student_achievement/links/584ee3cf08aed95c25099378.pdf Abstract: “The researcher explored the effect of post-professional development on the use of iPads in the classroom at a diverse, private catholic high school. Using…
Comments closedGreen, W.L. (2017). Educator technological pedagogical content knowledge and student achievement (Publication No. 10249516) [Doctoral dissertation, University of West Georgia]. ProQuest Dissertations and Theses Global. Abstract: “The purpose of this study was to develop a typology of teachers within the Technological Pedagogical Content Knowledge (TPACK) framework and to identify the groups…
Comments closedFarrell, I.K., & Hamed, K.M. (2017). Examining the relationship between technological pedagogical content knowledge (TPACK) and student achievement utilizing the Florida value-added model. Journal of Research on Technology in Education, 49(3-4), 161-181. https://doi.org/10.1080/15391523.2017.1328992 Abstract: “Utilizing a correlational research design, we sought to examine the relationship between the technological pedagogical content knowledge (TPACK) of in-service…
Comments closedPerry, N. D. (2018). Teacher attitudes and beliefs about successfully integrating technology in their classroom during a 1:1 technology initiative and the factors that lead to adaptations in their instructional practices and possible influence on standardized test achievement [Doctoral dissertation, Youngstown State University]. OhioLINK ETD Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522233676292274 Abstract: “The purpose of this…
Comments closedHoye, S. R. (2017). Teachers’ perceptions of the use of technology in the classroom and the effect of technology on student achievement (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10616975) Abstract: “As the educational system continually battle the needs of the 21 st century workforce, technology has caused great…
Comments closedPolly, D. (2018). Leveraging elements of understanding by design to develop elementary education candidates’ TPACK in mathematics. In D. Williams, & N. N. Harkness (Eds.), Diverse learning opportunities through technology-based curriculum design (pp. 147–162). https://doi.org/10.4018/978-1-5225-5519-3.ch007 Abstract: “Technology access is at an all-time high in schools in the United States. However, research continues to document…
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