Kim, S. (2016). Relationships between preservice secondary mathematics teachers’ beliefs, knowledge, and technology use [Doctoral dissertation, University of Georgia]. Dissertations and Theses at UGA. https://getd.libs.uga.edu/pdfs/kim_somin_201605_phd.pdf Abstract: “This multi-case study examines the relationships between preservice teachers’ beliefs and knowledge regarding teaching mathematics with technology. Based on the theoretical framework on teacher beliefs and Technology,…
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Hsu, C.-Y., Tsai, M.-J., Chang, Y.-H., & Liang, J.-C. (2017). Surveying in-service teachers’ beliefs about game-based learning and perceptions of technological pedagogical and content knowledge of games. Educational Technology & Society, 20(1), 134–143. Abstract: “Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge—Games questionnaire (TPACK-G), this 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 closedYorulmaz, A., Can, S., & Cokcaliskan, H. (2017). The relationship between the pre-service classroom teachers’ technopedagogical instructional competencies and epistemological beliefs. Journal of Education and Training Studies, 5(9), 27-35. https://doi.org/10.11114/jets.v5i9.2110 Abstract: “The purpose of the current study is to determine the relationship between the pre-service classroom teachers’ epistemological beliefs and techno pedagogical…
Comments closedSulaimani, A. O., Sarhandi, P. S. A., & Buledi, M. H. (2017). Impact of CALL in-house professional development training on teachers’ pedagogy: An evaluative study. Cogent Education, 4(1), 1355646. https://doi.org/10.1080/2331186X.2017.1355646 Abstract: “This study examines the impact of computer-assisted language learning (CALL) in-house professional development trainings based on Technological Pedagogical Content Knowledge in-Action (TPACK-In-Action)…
Comments closedOskay, O.O. (2017). An investigation of teachers’ self-efficacy beliefs concerning educational technology standards and technological pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4739–4752. https://doi.org/10.12973/eurasia.2017.00961a Abstract: “This study aims to investigate the technological pedagogical content knowledge levels of teachers and their self-efficacy in educational technology standards. Also, the difference…
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 closedChai, C. S., Koh, J. H. L., & Teo, Y. H. (2018). Enhancing and modeling teachers’ design beliefs and efficacy of technological pedagogical content knowledge for 21st century quality learning. Journal of Educational Computing Research, 57(2), 360-384. https://doi.org/10.1177/0735633117752453 Abstract: “This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses…
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 closedHuzzie-Brown, A. (2018). Beliefs vs. behavior of elementary teachers integrating technology into mathematics(Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10743866) Abstract: “Many elementary students struggle to meet expectations on mathematics assessments despite an increase in science, technology, engineering, and math instructional strategies. The purpose of this…
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