Ansyari, M. F. (2015). Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms. Australasian Journal of Educational Technology, 31(6), 699-712. https://doi.org/10.14742/ajet.1675 Abstract: “This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university’s English language…
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Ledford, D. M. (2016). Development of a professional learning framework to improve teacher practice in technology integration (Doctoral dissertation, Boise State University). Retrieved fromhttp://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2159&context=td Abstract: “Technology is now considered a critical component and an integral part of a high quality education (Ertmer & Ottenbreit-Leftwich, 2010). Teachers must be equipped to handle the…
Comments closedMcBroom, E. S., Jiang, Z., Sorto, M. A., White, A., & Dickey, E. (2016). Dynamic approach to teaching geometry: A study of teachers’ TPACK development. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 519-550). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch020 Abstract: …
Comments closedSmith, R. C., Kim, S., & McIntyre, L. (2016). Relationships between prospective middle grades mathematics teachers’ beliefs and TPACK. Canadian Journal of Science, Mathematics and Technology Education, 16(4), 359-373. https://doi.org/10.1080/14926156.2016.1189624 Abstract: “As technology become more ubiquitous in the classroom, teachers need to overcome two types of barriers to use it effectively:…
Comments closedShamir-Inbal, T., & Blau, I. (2016). Developing digital wisdom by students and teachers: The impact of integrating tablet computers on learning and pedagogy in an elementary school. Journal of Educational Computing Research, 54(7), 967–996. https://doi.org/10.1177/0735633116649375 Abstract: “This article investigates a pilot of integrating tablet computers in the elementary education. The research…
Comments closedOkumuş, L. L., Wiebe, E., & Hollebrands, K. (2016). Utility and usability as factors influencing teacher decisions about software integration. Educational Technology Research and Development, 64, 1227–1249. https://doi.org/10.1007/s11423-016-9455-4 Abstract: “Given the importance of teacher in the implementation of computer technology in classrooms, the technology acceptance model and TPACK model were used…
Comments closedKihoza, P. D., Zlotnikova, I., Bada, J. K., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspective of TPACK and SAMR models. International Journal of Education and Development using ICT, 12(1), 107-128. http://ijedict.dec.uwi.edu/viewarticle.php?id=2035 Abstract: “With the education systems demand of contemporary technologies, teacher trainees should be…
Comments closedHolland, D. D., & Piper, R. T. (2016). A technology integration education (TIE) model for millennial preservice teachers: Exploring the canonical correlation relationships among attitudes, subjective norms, perceived behavioral controls, motivation, and technological, pedagogical, and content knowledge (TPACK) competencies. Journal of Research on Technology in Education, 48(3), 212-226. https://doi.org/10.1080/15391523.2016.1172448 Abstract: “Intellectual goods…
Comments closedCherner, T., & Smith, D. (2016). Reconceptualizing TPACK to meet the needs of twenty-first-century education. The New Educator. Advance online publication. doi:10.1080/1547688x.2015.1063744 Abstract: “As technology continues developing and being integrated into all facets of society, it has a direct impact on education. In response, TPACK (Mishra & Koehler, 2006) was developed as…
Comments closedAtasoy, E., Uzun, N., & Aygun, B. (2016). Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment. World Journal on Educational Technology, 8(1), 18-24. doi:10.18844/wjet.v8i1.496 Abstract: “The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed…
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