Alqurashi, E., Gokbel, E. N., & Carbonara, D. (2016). Teachers’ knowledge in content, pedagogy and technology integration: A comparative analysis between teachers in Saudi Arabia and United States. British Journal of Educational Technology, 48(6), 1414-1426. https://doi.org/10.1111/bjet.12514 Abstract: “Teachers’ technological pedagogical content knowledge (TPACK) involves an awareness of instructional approaches, methods, and knowledge…
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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,…
Comments closedKoehler, M., Greenhalgh, S., Rosenberg, J., & Keenan, S. (2017). What the tech is going on with teachers? Digital teaching portfolios? Using the TPACK framework to analyze teacher? Technological understanding. Journal of Technology and Teacher Education, 25(1), 31-59. Abstract retrieved from http://learntechlib.org/p/173346 Abstract: “Despite the growing popularity of digital teaching portfolios, research…
Comments closedGetenet, S. T. (2017). Adapting technological pedagogical content knowledge framework to teach mathematics. Education and Information Technologies, 22, 2629–2644. https://doi.org/10.1007/s10639-016-9566-x Abstract: “The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This…
Comments closedRitter, D.S. (2012). Teachers’ planning process: TPACK, professional development, and the purposeful integration of technology [Master’s thesis, Montana State University]. Montana State ScholarWorks. http://scholarworks.montana.edu/xmlui/handle/1/2135 Abstract: “Technology is becoming quite pervasive in society at large. Its integration into secondary schools and its use with curriculum requires a unique knowledge of its purposeful articulation…
Comments closedDuncan, P. (2015). An evaluation for how the innovator, innovation, and context affect technology innovations in a K-5 setting (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 3738651) Abstract: “There are a variety of factors that can facilitate or constrain technology use in classrooms (Hew & Brush, 2006).…
Comments closedDe Rossi, M. (2017). Methodological demands, soft skill and ICT integration. Formazione & Insegnamento, 15(1), 193-204. Abstract: “The attention for university didactics and its innovative and qualifying issues, is nowadays at the forefront of the educational discourse and strengthens more and more the opportunity to consider as linked the following complex constructs:…
Comments closedZinger, D., Naranjo, A., Amador, I., Gilbertson, N., & Warschauer, M. (2017). A design-based research approach to improving professional development and teacher knowledge: The case of the Smithsonian Learning Lab. Contemporary Issues in Technology & Teacher Education, 17(3), 388–410. Retrieved from https://www.learntechlib.org/p/178235/. Abstract: “Incorporating technology in classrooms to promote student learning is an…
Comments closedDe Rossi, M., & Trevisan, O. (2018). Technological pedagogical content knowledge in the literature: How TPCK is defined and implemented in initial teacher education. Italian Journal of Educational Technology, 26(1), 7-23. https://doi.org/10.17471/2499-4324/988 Abstract: “In recent decades, there has been increasing research interest in teachers’ competences regarding the growing role of technologies…
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