Gomez, M. (2015). When circles collide: Unpacking TPACK instruction in an eighth-grade social studies classroom. Computers in the Schools: Interdisciplinary Journal of Practice, Theory and Applied Research, 32(3), 278-299. http://doi.org/10.1080/07380569.2015.1092473 Abstract: “The technological pedagogical content knowledge (TPACK) conceptual framework, since its introduction in 2006, has provided researchers and teacher educators a theoretical means by…
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Smith, N. J, & Bhattacharya, K. (2013). Practical wisdom of tool and task: Meeting the demands of the method with digital tools in qualitatively driven mixed methods studies. In S. Hai-Jew (Ed.), Enhancing qualitative and mixed methods research with technology (pp. 210-230). IGI Global. http://doi.org/10.4018/978-1-4666-6493-7.ch009 Abstract: “The purpose of this chapter is to…
Comments closedWard, C. L. & Kushner Benson, S. N. (2010). Developing new schemas for online teaching and learning: TPACK. Journal of Online Learning and Teaching, 6(2). http://jolt.merlot.org/vol6no2/ward_0610.htm Abstract: “Online education has grown dramatically over the past decade, as have the technology applications that support these environments. Although technology applications are an important consideration in online…
Comments closedVoogt, J., & McKenney, S. (2016). TPACK in teacher education: are we preparing teachers to use technology for early literacy? Technology, Pedagogy, and Education, 26(1), 69-83. https://doi.org/10.1080/1475939X.2016.1174730 Abstract: “This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively…
Comments closedMouasher, A., & Lodge, J. M. (2016). The search for pedagogical dynamism: Design patterns and the unselfconscious process. Educational Technology & Society, 19(2), 274-285. https://drive.google.com/open?id=19ZAOvzSs_qCfZp8qBDfgK-kymKLT7p10 Abstract: “An apparent paradigm shift has created increased impetus to offer higher education across multiple delivery platforms. Utilising technology can support design and delivery for enhanced learning, albeit…
Comments closedErsanli, C. Y. (2016). Improving technological pedagogical content knowledge (TPACK) of pre-service English language teachers. International Education Studies, 9(5), 18-27. https://doi.org/10.5539/ies.v9n5p18 Abstract: “Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week…
Comments closedBelo, N., McKenney, S., Voogt, J., & Bradley, B. (2016). Teacher knowledge for using technology to foster early literacy: A literature review. Computers in Human Behavior, 60, 372-383. https://doi.org/10.1016/j.chb.2016.02.053 Abstract: “A literature review was conducted to describe the knowledge and skills teachers need for using technology to foster early literacy development in kindergarten classrooms.…
Comments closedAkyüz, D. (2016). TPACK analysis of preservice teachers under different instruction methods and class levels.Turkish Journal of Computer and Mathematics Education, 7(1), 89-111. https://turcomat.org/index.php/turkbilmat/article/view/108 Abstract: “The importance of the use of technology in mathematics education has been demonstrated by many studies. Effective use of technology has been found to support the…
Comments closedTheis, J. L. (2016). Technology predictors of inquiry-based teaching: An examination of two K-12 1:1 pilots (Publication No. 10115762) [Doctoral dissertation, Bowling Green State University]. ProQuest Dissertations and Theses Global. Abstract: “This study examined the relationship of technology use and facilitation of inquiry-based teaching across the curriculum through the implementation of…
Comments closedPoskitt, J. (2016). What young adolescents think about effective pedagogy and technology use. Australian Journal of Middle Schooling, 16(1), 4-15. Retrieved from http://mro.massey.ac.nz/handle/10179/8284 Abstract: “A New Zealand comparative case study investigated the impact of technological device use in literacy, over a three-month period, for Year (Grade) 4-6 and Year 7-8 students. In…
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