{"id":6763,"date":"2024-01-05T12:33:05","date_gmt":"2024-01-05T17:33:05","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=6763"},"modified":"2024-01-05T12:33:05","modified_gmt":"2024-01-05T17:33:05","slug":"6763","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/6763","title":{"rendered":""},"content":{"rendered":"\n<p>Rae, D., (2015). <em>2014 STEM professional development summer institute: K12 teacher progression identified in TPACK assessment<\/em> [Doctoral dissertation, Boise State University]. <em>Boise State University Theses and Dissertations<\/em>. <a href=\"http:\/\/scholarworks.boisestate.edu\/td\/956\">http:\/\/scholarworks.boisestate.edu\/td\/956<\/a><\/p>\n\n\n\n<p>Abstract: <\/p>\n\n\n\n<p>\u201cThis study examined the relationship between K12 teachers\u2019 STEM (science, technology, engineering, and mathematics) instructional technology knowledge before and after a four-day professional development summer institute. In 2014, a total of 533 K12 teachers, across six Idaho regional locations, participated in a professional development institute. Through this research, I hoped to determine if STEM-focused professional development led to shifts in teacher instructional technology knowledge and practice, as defined by the TPACK (Technology Pedagogy and Content Knowledge) assessment. My research provides insight into teachers\u2019 perceptions of integrating instructional technology to teaching mathematics and science, which may be useful for informing teacher professional development and the status of teacher instructional technology practices.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Rae, D., (2015). 2014 STEM professional development summer institute: K12 teacher progression identified in TPACK assessment [Doctoral dissertation, Boise State University]. Boise State University Theses and Dissertations. http:\/\/scholarworks.boisestate.edu\/td\/956 Abstract: \u201cThis study examined the relationship between K12 teachers\u2019 STEM (science, technology, engineering, and mathematics) instructional technology knowledge before and after a&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/6763\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14,7],"tags":[58,485,499,702,2096],"coauthors":[2302],"class_list":["post-6763","post","type-post","status-publish","format-standard","hentry","category-empirical-research","category-dissertation","tag-science-teachers","tag-professional-development","tag-mathematics-teachers","tag-stem","tag-idaho","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/6763","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=6763"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/6763\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=6763"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=6763"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=6763"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=6763"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}