Anderson, S. E., & Putnam, R. (2019). Special education teachers’ experience, confidence, beliefs, and knowledge about integrating technology. Journal of Special Education Technology, 35(1). https://doi.org/10.1177/0162643419836409 Abstract: “This study investigated the perspectives of elementary special education teachers regarding integrating technology into lessons. Eight special education teachers at a private university laboratory…
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McGee, K. E., & Welsch, J. G. (2020). Using technology to build interactions within and beyond the literacy classroom. In P. M. Sullivan, J. L. Lantz, & B. A. Sullivan (Eds.), Handbook of research on integrating digital technology with literacy pedagogies (pp. 260–286). IGI Global. https://doi.org/10.4018/978-1-7998-0246-4.ch012 Abstract: “Becoming an educator today,…
Comments closedMcDonald, J. (2019). Examination of teachers’ perceived technological pedagogical content knowledge and its relationship to lesson design (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 22620064) Abstract: “School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still…
Comments closedGreenland, A. R. (2019). Teachers’ perceptions on using information and communications technology (ICT) to improve reading comprehension: A qualitative study (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13809776) Abstract: “Reading comprehension skills in male adolescent students are declining across Australia, yet there is little research…
Comments closedDiGregorio, K. (2019). Debunking the myths: Teachers’ perceptions of the use of instructional technology in the secondary education classroom (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13855622) Abstract: “Instructional technology in the secondary education classroom changed the way that students learn in the classroom and…
Comments closedAlbuloushi, A. (2019). Investigating the relation between Saudi teachers’ self-perceptions of TPACK and their practical application in lesson design (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13904930) Abstract: “Online education is a relatively new phenomenon in Saudi Arabian universities and best online teaching practices are…
Comments closedYoung, J.R., Young, J., Hamilton, C., & Pratt, S. (2019). Evaluating the effects of professional development on urban mathematics teachers TPACK using confidence intervals. REDIMAT – Journal of Research in Mathematics Education, 8(3), 312-338. https://doi.org/10.17583/redimat.2019.3065 Abstract: “This article presents a practical application of meta-analytic thinking to contextualize the results through direct…
Comments closedRoussinos, D., & Jimoyiannis, A. (2019). Examining primary education teachers’ perceptions of TPACK and the related educational context factors. Journal of Research on Technology in Education, 51(4), 377–397. https://doi.org/10.1080/15391523.2019.1666323 Abstract: “The study presented in this paper was designed to examine Greek primary education teachers’ perceptions of their knowledge and skills with…
Comments closedJoksimovic, M., Robertson, A., Dokic, B., & Drazeta, L. (2018). Technology-based professional development: The case of elementary school teachers in Belgrade. Management, 24(1), 1–11. https://doi.org/10.7595/management.fon.2018.0029 Abstract: “Research question: This paper investigated the correlation between the perceptions of strategies that affect professional development and the obstacles to successful implementation of technology-based professional development. Motivation: The research…
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