Kiray, S. A., Celik, I., & Colakoglu, M. H. (2018). TPACK self-efficacy perceptions of science teachers: A structural equation modeling study. Education and Science. Advance online publication, 1–16. doi:10.15390/EB.2018.7538 Abstract: “The purpose of this study is to reveal the relation between Technological Pedagogical Content Knowledge (TPACK) sub-dimensions of science teachers in Turkey.…
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Irmak, M., & Yilmaz Tuzun, O. (2018). Investigating pre-service science teachers’ perceived technological pedagogical content knowledge (TPACK) regarding genetics. Research in Science & Technological Education, 37(2), 127-146. https://doi.org/10.1080/02635143.2018.1466778 Abstract: “Understanding pre-service science teachers’ (PSTs) perceived knowledge on a subject and teaching that subject is important to better prepare these teachers for their…
Comments closedRedmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think? Australasian Journal of Educational Technology, 35(3), 45–54. https://doi.org/10.14742/ajet.4214 Abstract: “Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains…
Comments closedHaston, W. (2018). In-service music teachers’ self-perceived sources of of pedagogical content knowledge.Bulletin of the Council for Research in Music Education, 217, 45–66. https://doi.org/10.5406/bulcouresmusedu.217.0045 Abstract: “The purpose of this multiple case study was to examine the perceived sources of identifiable pedagogical content knowledge (PCK) used by 5 in-service secondary band teachers. Participants agreed…
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…
Comments closedUnten, T. D. B. (2018). Community college online math instructors’ perceptions of the TPACK framework (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10936044) Abstract: “Community college online mathematics courses have the highest course attrition rates among all subject matters and degree levels. The problem could be addressed through…
Comments closedPrice, E. Y. (2018). Exploring teachers’ perceptions of professional development for a blended learning environment: A qualitative case study (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10934226) Abstract: “Blended learning is gaining momentum in K-12 schools, and teachers are required to make a paradigm shift in instructional practices…
Comments closedFox, A. (2018). Middle school teachers’ technology integration (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 1095763) Abstract: “Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment…
Comments closedSprague, D. S., & Katradis, M. (2019). The transference between elementary preservice teachers’ courses and technology use in teaching. In Information Resources Management Association (Ed.), Pre-service and in-service teacher education: Concepts, methodologies, tools, and applications (pp. 1459–1489). https://doi.org/10.4018/978-1-5225-7305-0.ch068 Abstract: “This mixed-method study explored a cohort of 18 preservice elementary teachers’ perceptions of technology and their abilities…
Comments closedEkmekci, A., Papakonstantinou, A., Parr, R., & Shah, M. (2019). Teachers’ knowledge, beliefs, and perceptions about mathematics teaching: How do they relate to TPACK? In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 1–23). https://doi.org/10.4018/978-1-5225-7001-1.ch001 Abstract: “Providing a study on mathematics teachers’…
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