Hosseini, Z. (2016). The usage of constructivism to enhance technology integration knowledge. Journal of Technology and Education, 10(2), 155-164. https://jte.sru.ac.ir/article_439_en.html Abstract: “This study was conducted to find the effect of constructivism on technology integration knowledge in student-teachers. Technological Pedagogical Content Knowledge (TPACK) as a framework was selected to study and measure…
Comments closedTag: technology-enhanced learning
Havard, B. & East, M., Prayaga, L. & Whiteside, A. (2016). Adaptable learning theory framework for technology enhanced learning. In E. Railean, G. Walker, L. Jackson, & A. Elci (Eds.), Handbook of applied learning theory and design in modern education (pp. 632-654). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-9634-1 Abstract: “The sheer volume…
Comments closedMiller, S. B. (2017). Teachers’ use of instructional moves during technology-based mathematical activities (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10270262) Abstract: “This study investigates instructional moves by teachers in mathematics classrooms in which technology-based activities (i.e., student-oriented simulations) and features of those simulations influence classroom practices.…
Comments closedEllis, J. A. (2015). Develop, discuss, and decide: How new science teachers use technologies to advance their practice (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 3727953) Abstract: “For decades, there has been a nationwide demand to increase the number of science teachers in K-12 education (National Commission…
Comments closedPadmavathi, M. (2017). Preparing teachers for technology-based teaching-learning using TPACK. i-manager’s Journal on School Educational Technology, 12(3), 1-9. Abstract: “Technological Pedagogical Content Knowledge (TPACK) is a conceptual framework for teachers to teach effectively using technology. This framework originates from the opinion that use of technology in educational context would be effective…
Comments closedHassan, N. F., & Saifullizam, P. (2017). A survey of technology enabled active learning in teaching and learning practices to enhance the quality of engineering students. Advanced Science Letters, 23(2), 1104-1108. doi:10.1166/asl.2017.7509 Abstract: “In this study, a survey was carried out on the use of Technology Enabled Active Learning (TEAL) in…
Comments closedPowers, J. R., Musgrove, A. T., & Lowe, J. A. (2017). Technology shaping education in rural communities. In V. C. Bryan, A. T. Musgrove, & J. R. Powers (Eds.), Handbook of research on human development in the digital age (pp. 184-204). IGI Global. https://doi.org/10.4018/978-1-5225-2838-8.ch009 Abstract: “This chapter examines how technology has shaped the…
Comments closedKrahenbuhl, K.S. (2017). Principles of learning in the technology-enhanced classroom. In A. A. Khan & S. Umair (Eds.), Handbook of research on mobile devices and smart gadgets in K-12 education. IGI Global. https://doi.org/10.4018/978-1-5225-2706-0.ch006 Abstract: “This chapter presents a contextual overview of common misconceptions, challenges, and conceptual frames of importance with respect to learning with…
Comments closedBower, M. (2017). The technology pedagogy and content knowledge (TPACK) framework and its implications. In M. Bower, Design of technology-enhanced learning – Integrating research and practice (pp. 17-33). Emerald Publishing. https://doi.org/10.1108/978-1-78714-182-720171004 Abstract: “This chapter introduces the Technology Pedagogy and Content Knowledge (TPACK) model as it relates to technology-enhanced learning design. The key features of…
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