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Tag: teacher perspective

Polly, D., & Orrill, C. (2012). Developing technological pedagogical and content knowledge (TPACK) through professional development focused on technology-rich mathematics tasks. Meridian, 15. https://www.researchgate.net/publication/280134624_Developing_technological_pedagogical_and_content_knowledge_TPACK_through_professional_development_focused_on_technology-rich_mathematics_tasks Abstract: “This study provides findings from a professional development program for middle grades (Grades 4-8) teachers, which focused on developing teachers’ knowledge of mathematics, pedagogy, and…

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Boksz, B. A. (2012). An examination of teachers’ integration of Web 2.0 technologies in secondary classrooms: A phenomenological research study (Publication No. 3545427) [Doctoral dissertation, Nova Southeastern University]. ProQuest Dissertations & Theses Gobal. Abstract: “This study examined the process teachers used to change their pedagogy to deliver effective instruction using…

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Kontkanen, S., Dillon, P., Kukkonen, J, & Valtonen, T. (2015).  A Second Life experiment in sex education with pre-service teachers and its contribution to the development of their proto-TPACK.  Journal of Educational Inquiry, 14(3), 17-36.  https://ojs.unisa.edu.au/index.php/EDEQ/article/view/1036 Abstract:   “This paper reports research in Finland into how pre-service teachers’ experiences of using Second Life in…

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Beach, R., & Doerr-Stevens, C. (2013). TPACK perspective on learning to engage in dialogic argument through participation in online role-play in the English classroom. In C. A. Young & S. Kadjer (Eds.), Research on technology in English education (pp. 185-211). Charlotte, NC: Information Age Publishing. Abstract: None

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Campbell, R. C. (2016). Primary teachers’ perspectives on iPad integration: Barriers, challenges, and successes (Doctoral dissertation). Retrieved from http://scholarworks.waldenu.edu/dissertations/3024/ Abstract: “Despite the rapid expansion of mobile technologies in K-12 schools, recent research has shown that many teachers are ill prepared to take advantage of these new tools. This study was designed to address…

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Wiggins, L. R. (2016). Successful district online teachers’ perspectives of professional development (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10410574) Abstract: “The development of high quality online teachers within a Florida school district is critical given the exponential growth of virtual district programs, the lack of experienced…

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Yan, Z., Chai, C. S., & So, H. J. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.3755 Abstract: “This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection…

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Sabado, K. X. (2018). Exploring teachers’ perspective of technology pedagogy: Implications for practice (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10814079)  Abstract: “Pedagogy has not addressed the literacy shift from reading, writing, and speaking to include cognitive digital literacy skills. Teachers lack the technological pedagogical content knowledge…

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Blue, G. C. (2017). Teachers of students with visual impairments in five North Carolina rural school districts and barriers to assistive technology implementation: An examination of their experiences and perceptions (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10758833)  Abstract: “Visually impaired students, despite access to technology resources,…

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Tisdell, C. C. (2018). Pedagogical alternatives for triple integrals: Moving towards more inclusive and personalized learning. International Journal of Mathematical Education in Science &       Technology, 49(5), 792–801. doi:10.1080/0020739X.2017.1408150 Abstract: “This paper is based on the presumption that teaching multiple ways to solve the same problem has academic and social value. In particular, we…

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