Debele, M., & Plevyak, L. (2012). Conditions for successful use of technology in social studies classrooms. Computers in the Schools, 29(3), 285-299. https://doi.org/10.1080/07380569.2012.703602 Abstract: “The purpose of the authors in this review is to examine how teacher-related, context-related, and project-related conditions interact in successful cases of technology integration projects in…
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Kuo, N.-C. (2015). Action research for improving the effectiveness of technology integration in preservice teacher education. i.e.: inquiry in education, 6(1), article 3. http://digitalcommons.nl.edu/ie/vol6/iss1/3 Abstract: “This study aims at exploring how the technological pedagogical content knowledge (TPACK) framework can be used to improve the effectiveness of integrating IDEA ’04 and…
Comments closedKoh, J., Chai, C., Benjamin, W., & Hong, H.-Y. (2015). Technological pedagogical content knowledge (TPACK) and design thinking: A Framework to support ICT lesson design for 21st century learning. The Asia-Pacific Education Researcher. Advance online publication. http://doi.org/10.1007/s40299-015-0237-2 Abstract: “This conceptual paper argues that to develop students’ twenty-first century competencies, teachers…
Comments closedPhillips, M. (2015). Digital technology integration. In M. Henderson & G. Romeo (Eds.). Teaching and digital technologies: Big issues and critical questions (pp. 318-331). Cambridge University Press. Abstract: “There are a wide variety of approaches that have been developed by researchers in an attempt to understand the ways in which…
Comments closedThyssen, C., Huwer, J., Irion, T., & Schaal, S. (2023). From TPACK to DPACK: The “digitality-related pedagogical and content knowledge”-model in STEM-education. Education Sciences, 13(8), Article 769. https://doi.org/10.3390/educsci13080769 Abstract: “Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes…
Comments closedLopez, R. T. (2023). Preparing in-service elementary teachers to support English language learners: A qualitative case study of a job-embedded professional development using TPACK (Publication No. 30248978) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. Abstract: “Nation-wide, the number of English Language Learners (ELL) in our classrooms…
Comments closedDegar, K. S. (2023). Online professional development’s effect on teachers’ technology self-efficacy and continuance intention to use Pear Deck (Publication No. 30309940) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. Abstract: “Districts and schools are spending millions of dollars on technology, training, and professional development each year;…
Comments closedFalore, O. J., & Oredein, A. O. (2023). Virtual classroom management during COVID-19 in Nigeria: Insights from TPACK. Edumania-An International Multidisciplinary Journal, 1(2), 188-197. http://dx.doi.org/10.59231/edumania/8983 Abstract: “This study explores virtual classroom management in the context of Nigeria, a developing country that faces challenges in adopting technology for teaching and learning…
Comments closedMoodley, K. (2023). Developing a framework for professional teacher technical identity development through mobile learning. Progressio. Advance online publication. https://doi.org/10.25159/2663-5895/12975 Abstract: “Teacher identity development is an ongoing and dynamic process whereby individuals negotiate external and internal expectations as they make sense of themselves and their work as educators. With the…
Comments closedTomas, C. L. (2023). Performance of grade 11 students in oral communication in context: Inputs to the development of technology integrated supplemental materials. E-DAWA: An International Multidisciplinary Research Journal, 3(1), 112-130. https://doi.org/10.56901/KJGD3431 Abstract: “Conducted during the academic year 2021-2022, this descriptive-correlational study aimed to determine the performance of Grade 11…
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