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You searched for subject:( Learning technology integration). Showing records 1 – 30 of 134067 total matches.

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University of California – San Diego

1. Weatherford, Brieahna. The Preparation of Preservice Teachers for Integrative Technology Use.

Degree: EducLeadership (JtEdDoc CSUSM), 2015, University of California – San Diego

Technology use continues to be an integral component of 21st century education. Educational leaders and teachers are tasked with using technology as an approach to… (more)

Subjects/Keywords: Teacher education; integration; learning; technology; TPACK

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Weatherford, B. (2015). The Preparation of Preservice Teachers for Integrative Technology Use. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/4xk1g64h

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Weatherford, Brieahna. “The Preparation of Preservice Teachers for Integrative Technology Use.” 2015. Thesis, University of California – San Diego. Accessed February 27, 2021. http://www.escholarship.org/uc/item/4xk1g64h.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Weatherford, Brieahna. “The Preparation of Preservice Teachers for Integrative Technology Use.” 2015. Web. 27 Feb 2021.

Vancouver:

Weatherford B. The Preparation of Preservice Teachers for Integrative Technology Use. [Internet] [Thesis]. University of California – San Diego; 2015. [cited 2021 Feb 27]. Available from: http://www.escholarship.org/uc/item/4xk1g64h.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Weatherford B. The Preparation of Preservice Teachers for Integrative Technology Use. [Thesis]. University of California – San Diego; 2015. Available from: http://www.escholarship.org/uc/item/4xk1g64h

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

2. Allen, Kathryn. The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 Literacy and technology have historically informed and transformed each other. This mutual interaction creates cultural shifts that redefine what it means to be literate, and… (more)

Subjects/Keywords: case study; literacy; teacher learning; technology integration

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APA (6th Edition):

Allen, K. (2016). The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/181723

Chicago Manual of Style (16th Edition):

Allen, Kathryn. “The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning.” 2016. Doctoral Dissertation, University of Minnesota. Accessed February 27, 2021. http://hdl.handle.net/11299/181723.

MLA Handbook (7th Edition):

Allen, Kathryn. “The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning.” 2016. Web. 27 Feb 2021.

Vancouver:

Allen K. The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11299/181723.

Council of Science Editors:

Allen K. The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/181723


Virginia Tech

3. Brenner, Aimee Michelle. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.

Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech

 In an attempt to promote the transfer of technology integration knowledge and skills in preservice teachers, studies have attempted to identify effective instructional technology integration(more)

Subjects/Keywords: learning transfer; technology integration; teacher education

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APA (6th Edition):

Brenner, A. M. (2012). Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39472

Chicago Manual of Style (16th Edition):

Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021. http://hdl.handle.net/10919/39472.

MLA Handbook (7th Edition):

Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Web. 27 Feb 2021.

Vancouver:

Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10919/39472.

Council of Science Editors:

Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/39472


University of Tasmania

4. Wong, PPY. Integrating interactive technologies : a practical approach.

Degree: 2020, University of Tasmania

 Access to technology in schools has increased in the past decades, partially due to funding programs such as Building the Education Revolution (Australian National Audit… (more)

Subjects/Keywords: technology integration; teacher professional learning; mentoring

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APA (6th Edition):

Wong, P. (2020). Integrating interactive technologies : a practical approach. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/34788/1/Wong_whole_thesis.pdf ; Wong, PPY ORCID: 0000-0003-2432-7262 <https://orcid.org/0000-0003-2432-7262> 2020 , 'Integrating interactive technologies : a practical approach', EdD thesis, University of Tasmania.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wong, PPY. “Integrating interactive technologies : a practical approach.” 2020. Thesis, University of Tasmania. Accessed February 27, 2021. https://eprints.utas.edu.au/34788/1/Wong_whole_thesis.pdf ; Wong, PPY ORCID: 0000-0003-2432-7262 <https://orcid.org/0000-0003-2432-7262> 2020 , 'Integrating interactive technologies : a practical approach', EdD thesis, University of Tasmania..

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wong, PPY. “Integrating interactive technologies : a practical approach.” 2020. Web. 27 Feb 2021.

Vancouver:

Wong P. Integrating interactive technologies : a practical approach. [Internet] [Thesis]. University of Tasmania; 2020. [cited 2021 Feb 27]. Available from: https://eprints.utas.edu.au/34788/1/Wong_whole_thesis.pdf ; Wong, PPY ORCID: 0000-0003-2432-7262 <https://orcid.org/0000-0003-2432-7262> 2020 , 'Integrating interactive technologies : a practical approach', EdD thesis, University of Tasmania..

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wong P. Integrating interactive technologies : a practical approach. [Thesis]. University of Tasmania; 2020. Available from: https://eprints.utas.edu.au/34788/1/Wong_whole_thesis.pdf ; Wong, PPY ORCID: 0000-0003-2432-7262 <https://orcid.org/0000-0003-2432-7262> 2020 , 'Integrating interactive technologies : a practical approach', EdD thesis, University of Tasmania.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Melbourne

5. Pors, Sidonie. Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints.

Degree: 2016, University of Melbourne

 The integration of information and communication technology (ICT) into education is widely perceived as an essential aspect of teaching and learning in contemporary society and… (more)

Subjects/Keywords: Cambodia; ICT integration; technology adoption; online learning environment; technology-enhanced learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pors, S. (2016). Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/92341

Chicago Manual of Style (16th Edition):

Pors, Sidonie. “Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints.” 2016. Doctoral Dissertation, University of Melbourne. Accessed February 27, 2021. http://hdl.handle.net/11343/92341.

MLA Handbook (7th Edition):

Pors, Sidonie. “Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints.” 2016. Web. 27 Feb 2021.

Vancouver:

Pors S. Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints. [Internet] [Doctoral dissertation]. University of Melbourne; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11343/92341.

Council of Science Editors:

Pors S. Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints. [Doctoral Dissertation]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/92341


University of Southern California

6. Fuentes, Roxane. Technology integration and innovation in teaching and learning: a case study.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 With the launch of the Common Core State Standards (CCSS) emphasizing 21st century skills and standardized online assessments, the availability of technology in the classroom… (more)

Subjects/Keywords: educational technology; technology integration; educational change; learning environments; constructivism (learning)

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APA (6th Edition):

Fuentes, R. (2015). Technology integration and innovation in teaching and learning: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/563014/rec/6382

Chicago Manual of Style (16th Edition):

Fuentes, Roxane. “Technology integration and innovation in teaching and learning: a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 27, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/563014/rec/6382.

MLA Handbook (7th Edition):

Fuentes, Roxane. “Technology integration and innovation in teaching and learning: a case study.” 2015. Web. 27 Feb 2021.

Vancouver:

Fuentes R. Technology integration and innovation in teaching and learning: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Feb 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/563014/rec/6382.

Council of Science Editors:

Fuentes R. Technology integration and innovation in teaching and learning: a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/563014/rec/6382


University of Melbourne

7. Nicholas Palikat, Cynthia. The sustainability of technology integration in English for academic purposes (EAP) programs.

Degree: 2019, University of Melbourne

 Blended approaches to teaching and learning in academic English programs often demand the provision of substantial investments in professional development, curriculum change and technological resources.… (more)

Subjects/Keywords: sustainability; technology integration; blended learning; blended language learning

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APA (6th Edition):

Nicholas Palikat, C. (2019). The sustainability of technology integration in English for academic purposes (EAP) programs. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/227781

Chicago Manual of Style (16th Edition):

Nicholas Palikat, Cynthia. “The sustainability of technology integration in English for academic purposes (EAP) programs.” 2019. Doctoral Dissertation, University of Melbourne. Accessed February 27, 2021. http://hdl.handle.net/11343/227781.

MLA Handbook (7th Edition):

Nicholas Palikat, Cynthia. “The sustainability of technology integration in English for academic purposes (EAP) programs.” 2019. Web. 27 Feb 2021.

Vancouver:

Nicholas Palikat C. The sustainability of technology integration in English for academic purposes (EAP) programs. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11343/227781.

Council of Science Editors:

Nicholas Palikat C. The sustainability of technology integration in English for academic purposes (EAP) programs. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/227781


University of Southern California

8. Keuroghlian, Houri Arslanian. Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 This qualitative study examined the ways in which technology has been integrated into teaching and learning practices at an academically high-performing technology magnet school. Although… (more)

Subjects/Keywords: technology integration in K-12 schools; teaching and learning with technology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Keuroghlian, H. A. (2015). Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557435/rec/3550

Chicago Manual of Style (16th Edition):

Keuroghlian, Houri Arslanian. “Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 27, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557435/rec/3550.

MLA Handbook (7th Edition):

Keuroghlian, Houri Arslanian. “Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study.” 2015. Web. 27 Feb 2021.

Vancouver:

Keuroghlian HA. Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Feb 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557435/rec/3550.

Council of Science Editors:

Keuroghlian HA. Integration of technology and teaching and learning practices at a technology magnet elementary school: a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557435/rec/3550


University of Kansas

9. Fagehi, Ahmed Yahya. Strategies for Defining and Understanding Critical Technology Integration Terms.

Degree: PhD, Educational Leadership and Policy Studies, 2013, University of Kansas

 Educational technology scholars believe that teachers should understand how to effectively integrate technology in their teaching. This study identified key terms related to integrating technology(more)

Subjects/Keywords: Educational technology; Glossary; Multimedia learning; Technology integration; Vocabulary acquisition

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APA (6th Edition):

Fagehi, A. Y. (2013). Strategies for Defining and Understanding Critical Technology Integration Terms. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15068

Chicago Manual of Style (16th Edition):

Fagehi, Ahmed Yahya. “Strategies for Defining and Understanding Critical Technology Integration Terms.” 2013. Doctoral Dissertation, University of Kansas. Accessed February 27, 2021. http://hdl.handle.net/1808/15068.

MLA Handbook (7th Edition):

Fagehi, Ahmed Yahya. “Strategies for Defining and Understanding Critical Technology Integration Terms.” 2013. Web. 27 Feb 2021.

Vancouver:

Fagehi AY. Strategies for Defining and Understanding Critical Technology Integration Terms. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1808/15068.

Council of Science Editors:

Fagehi AY. Strategies for Defining and Understanding Critical Technology Integration Terms. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15068


Boise State University

10. Hall, Allison Barsnica. Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms.

Degree: 2019, Boise State University

 The studies in this dissertation were designed to develop an understanding of the impact of personalized professional learning experiences for K-12 teachers. These studies took… (more)

Subjects/Keywords: personalized professional learning; professional development; technology integration; self-efficacy; personalized learning; Educational Technology

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APA (6th Edition):

Hall, A. B. (2019). Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1525

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hall, Allison Barsnica. “Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms.” 2019. Thesis, Boise State University. Accessed February 27, 2021. https://scholarworks.boisestate.edu/td/1525.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hall, Allison Barsnica. “Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms.” 2019. Web. 27 Feb 2021.

Vancouver:

Hall AB. Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms. [Internet] [Thesis]. Boise State University; 2019. [cited 2021 Feb 27]. Available from: https://scholarworks.boisestate.edu/td/1525.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hall AB. Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms. [Thesis]. Boise State University; 2019. Available from: https://scholarworks.boisestate.edu/td/1525

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Fuller, Matthew J. Tap the Screen: Technology Integration in Our Students’ Lives.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, National-Louis University

  The focus of this study is to document and describe the integration of technology in the everyday lives of students in Grades 3–8 attending… (more)

Subjects/Keywords: educational technology; technology integration; technology use; gaming; mobile device; learning preferences; Education; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fuller, M. J. (2014). Tap the Screen: Technology Integration in Our Students’ Lives. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/75

Chicago Manual of Style (16th Edition):

Fuller, Matthew J. “Tap the Screen: Technology Integration in Our Students’ Lives.” 2014. Doctoral Dissertation, National-Louis University. Accessed February 27, 2021. http://digitalcommons.nl.edu/diss/75.

MLA Handbook (7th Edition):

Fuller, Matthew J. “Tap the Screen: Technology Integration in Our Students’ Lives.” 2014. Web. 27 Feb 2021.

Vancouver:

Fuller MJ. Tap the Screen: Technology Integration in Our Students’ Lives. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2021 Feb 27]. Available from: http://digitalcommons.nl.edu/diss/75.

Council of Science Editors:

Fuller MJ. Tap the Screen: Technology Integration in Our Students’ Lives. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/75


University of Alabama

12. Endfinger, Brian Sanford. Meeting the standards: a look at one university's efforts to prepare tomorrow's teachers to use technology.

Degree: 2009, University of Alabama

 What are the perceptions of elementary teachers regarding their ability to meet the state technology standards for teachers during their classroom instruction? What did the… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Education, Technology; Education, Elementary; Elementary Education; Instructional Technology; Student-centered Learning; Technology; Technology Infusion; Technology Integration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Endfinger, B. S. (2009). Meeting the standards: a look at one university's efforts to prepare tomorrow's teachers to use technology. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/13838

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Endfinger, Brian Sanford. “Meeting the standards: a look at one university's efforts to prepare tomorrow's teachers to use technology.” 2009. Thesis, University of Alabama. Accessed February 27, 2021. http://purl.lib.ua.edu/13838.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Endfinger, Brian Sanford. “Meeting the standards: a look at one university's efforts to prepare tomorrow's teachers to use technology.” 2009. Web. 27 Feb 2021.

Vancouver:

Endfinger BS. Meeting the standards: a look at one university's efforts to prepare tomorrow's teachers to use technology. [Internet] [Thesis]. University of Alabama; 2009. [cited 2021 Feb 27]. Available from: http://purl.lib.ua.edu/13838.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Endfinger BS. Meeting the standards: a look at one university's efforts to prepare tomorrow's teachers to use technology. [Thesis]. University of Alabama; 2009. Available from: http://purl.lib.ua.edu/13838

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Nairobi

13. Gachukia, Jennifer W. Assessing e-learning readiness of primary school teachers in Kenya for the use of tablets for teaching: a case of Kalawa primary school .

Degree: 2016, University of Nairobi

 ICT has in recent years acted as a pillar for quality, effectiveness and success in the education sector. This study report examines e-learning readiness with… (more)

Subjects/Keywords: E-Learning; Readiness; Teachers; Technology; Education; Tablets; ICT; Integration.

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APA (6th Edition):

Gachukia, J. W. (2016). Assessing e-learning readiness of primary school teachers in Kenya for the use of tablets for teaching: a case of Kalawa primary school . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/99729

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gachukia, Jennifer W. “Assessing e-learning readiness of primary school teachers in Kenya for the use of tablets for teaching: a case of Kalawa primary school .” 2016. Thesis, University of Nairobi. Accessed February 27, 2021. http://hdl.handle.net/11295/99729.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gachukia, Jennifer W. “Assessing e-learning readiness of primary school teachers in Kenya for the use of tablets for teaching: a case of Kalawa primary school .” 2016. Web. 27 Feb 2021.

Vancouver:

Gachukia JW. Assessing e-learning readiness of primary school teachers in Kenya for the use of tablets for teaching: a case of Kalawa primary school . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11295/99729.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gachukia JW. Assessing e-learning readiness of primary school teachers in Kenya for the use of tablets for teaching: a case of Kalawa primary school . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/99729

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

14. Phillips, Stacy A. 1985-. Breaking Barriers: Campus Leaders Commitment to Technology Integration.

Degree: EdD, Administration and Supervision, 2013, University of Houston

 This paper critically analyzed the school reform movement of technology integration from the campus leaders’ perspectives. Leaders need to be committed to this global change… (more)

Subjects/Keywords: Technology integration; Campus leadership; Adult learning; Professional development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Phillips, S. A. 1. (2013). Breaking Barriers: Campus Leaders Commitment to Technology Integration. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1287

Chicago Manual of Style (16th Edition):

Phillips, Stacy A 1985-. “Breaking Barriers: Campus Leaders Commitment to Technology Integration.” 2013. Doctoral Dissertation, University of Houston. Accessed February 27, 2021. http://hdl.handle.net/10657/1287.

MLA Handbook (7th Edition):

Phillips, Stacy A 1985-. “Breaking Barriers: Campus Leaders Commitment to Technology Integration.” 2013. Web. 27 Feb 2021.

Vancouver:

Phillips SA1. Breaking Barriers: Campus Leaders Commitment to Technology Integration. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10657/1287.

Council of Science Editors:

Phillips SA1. Breaking Barriers: Campus Leaders Commitment to Technology Integration. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1287


University of Washington

15. Kim, Sunhee. Leadership for Learning Technologies: A Case Study of the University of Washington.

Degree: 2015, University of Washington

 This qualitative study investigates the institutional support system for the integration and effective use of technology in teaching and learning at the University of Washington… (more)

Subjects/Keywords: Faculty Learning; Institutional Leadership; Learning Technologies; Technology Integration; Educational leadership; education - seattle

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APA (6th Edition):

Kim, S. (2015). Leadership for Learning Technologies: A Case Study of the University of Washington. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/33740

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kim, Sunhee. “Leadership for Learning Technologies: A Case Study of the University of Washington.” 2015. Thesis, University of Washington. Accessed February 27, 2021. http://hdl.handle.net/1773/33740.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kim, Sunhee. “Leadership for Learning Technologies: A Case Study of the University of Washington.” 2015. Web. 27 Feb 2021.

Vancouver:

Kim S. Leadership for Learning Technologies: A Case Study of the University of Washington. [Internet] [Thesis]. University of Washington; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1773/33740.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kim S. Leadership for Learning Technologies: A Case Study of the University of Washington. [Thesis]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/33740

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Tennessee – Knoxville

16. Beard, Jeffrey L. Self-Directed Learning: A Potential Predictor of Technology Integration Confidence among Preservice Teachers.

Degree: 2016, University of Tennessee – Knoxville

 The purpose of this study was to examine the relationship between self-directed learning (SDL) and the confidence to integrate technology into the classroom among preservice… (more)

Subjects/Keywords: preservice teacher; teacher education; technology integration confidence; self-directed learning; adult learning; NETST; Educational Psychology

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APA (6th Edition):

Beard, J. L. (2016). Self-Directed Learning: A Potential Predictor of Technology Integration Confidence among Preservice Teachers. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/3677

Chicago Manual of Style (16th Edition):

Beard, Jeffrey L. “Self-Directed Learning: A Potential Predictor of Technology Integration Confidence among Preservice Teachers.” 2016. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed February 27, 2021. https://trace.tennessee.edu/utk_graddiss/3677.

MLA Handbook (7th Edition):

Beard, Jeffrey L. “Self-Directed Learning: A Potential Predictor of Technology Integration Confidence among Preservice Teachers.” 2016. Web. 27 Feb 2021.

Vancouver:

Beard JL. Self-Directed Learning: A Potential Predictor of Technology Integration Confidence among Preservice Teachers. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2016. [cited 2021 Feb 27]. Available from: https://trace.tennessee.edu/utk_graddiss/3677.

Council of Science Editors:

Beard JL. Self-Directed Learning: A Potential Predictor of Technology Integration Confidence among Preservice Teachers. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2016. Available from: https://trace.tennessee.edu/utk_graddiss/3677


University of South Carolina

17. Whitlock, Jamie Ankney. A Virtual Learning System’s Impact on Student Achievement in a Secondary Biology College Preparatory Course; An Action Research Study.

Degree: EdD, Instruction and Teacher Education, 2017, University of South Carolina

  The purpose of this action research study was to describe the effectiveness of a virtual learning system (VLS) on college preparatory biology students’ pre-… (more)

Subjects/Keywords: Curriculum and Instruction; Education; virtual learning system (VLS); technology integration; blended learning

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APA (6th Edition):

Whitlock, J. A. (2017). A Virtual Learning System’s Impact on Student Achievement in a Secondary Biology College Preparatory Course; An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4271

Chicago Manual of Style (16th Edition):

Whitlock, Jamie Ankney. “A Virtual Learning System’s Impact on Student Achievement in a Secondary Biology College Preparatory Course; An Action Research Study.” 2017. Doctoral Dissertation, University of South Carolina. Accessed February 27, 2021. https://scholarcommons.sc.edu/etd/4271.

MLA Handbook (7th Edition):

Whitlock, Jamie Ankney. “A Virtual Learning System’s Impact on Student Achievement in a Secondary Biology College Preparatory Course; An Action Research Study.” 2017. Web. 27 Feb 2021.

Vancouver:

Whitlock JA. A Virtual Learning System’s Impact on Student Achievement in a Secondary Biology College Preparatory Course; An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2021 Feb 27]. Available from: https://scholarcommons.sc.edu/etd/4271.

Council of Science Editors:

Whitlock JA. A Virtual Learning System’s Impact on Student Achievement in a Secondary Biology College Preparatory Course; An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4271


Liberty University

18. Raper, Randal Cody. The Relationship Between Secondary Teachers’ Technological Pedagogical Content Knowledge and Technology Integration Factors.

Degree: 2018, Liberty University

 Research in educational technology has led to the discovery of factors for successful technology integration into the classroom—technology access and support, professional development, attitudes toward… (more)

Subjects/Keywords: Technology; Integration Factors; TPACK; STIR; Learning Management Systems; Blackboard; Education; Educational Technology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Raper, R. C. (2018). The Relationship Between Secondary Teachers’ Technological Pedagogical Content Knowledge and Technology Integration Factors. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1948

Chicago Manual of Style (16th Edition):

Raper, Randal Cody. “The Relationship Between Secondary Teachers’ Technological Pedagogical Content Knowledge and Technology Integration Factors.” 2018. Doctoral Dissertation, Liberty University. Accessed February 27, 2021. https://digitalcommons.liberty.edu/doctoral/1948.

MLA Handbook (7th Edition):

Raper, Randal Cody. “The Relationship Between Secondary Teachers’ Technological Pedagogical Content Knowledge and Technology Integration Factors.” 2018. Web. 27 Feb 2021.

Vancouver:

Raper RC. The Relationship Between Secondary Teachers’ Technological Pedagogical Content Knowledge and Technology Integration Factors. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2021 Feb 27]. Available from: https://digitalcommons.liberty.edu/doctoral/1948.

Council of Science Editors:

Raper RC. The Relationship Between Secondary Teachers’ Technological Pedagogical Content Knowledge and Technology Integration Factors. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1948


Virginia Tech

19. Rossini, Elizabeth Mary. Administrators' Perceptions of Using Social Media as a Tool for Learning.

Degree: PhD, Educational Leadership and Policy Studies, 2016, Virginia Tech

 The purpose of this study was to investigate administrators' perceptions of using social media as a tool for learning. A review of literature revealed a… (more)

Subjects/Keywords: Social Media; Social Technology; Technology Integration; Principals; Administrators; Informal Learning; Digital Literacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rossini, E. M. (2016). Administrators' Perceptions of Using Social Media as a Tool for Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82345

Chicago Manual of Style (16th Edition):

Rossini, Elizabeth Mary. “Administrators' Perceptions of Using Social Media as a Tool for Learning.” 2016. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021. http://hdl.handle.net/10919/82345.

MLA Handbook (7th Edition):

Rossini, Elizabeth Mary. “Administrators' Perceptions of Using Social Media as a Tool for Learning.” 2016. Web. 27 Feb 2021.

Vancouver:

Rossini EM. Administrators' Perceptions of Using Social Media as a Tool for Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10919/82345.

Council of Science Editors:

Rossini EM. Administrators' Perceptions of Using Social Media as a Tool for Learning. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/82345

20. Rowland, Amber. Exploring How Conversations Meet Teacher Learning Needs.

Degree: PhD, Curriculum and Teaching, 2012, University of Kansas

 This study identified the content of educator conversations and determined how social interactions contributed to participant learning. Data sources included videos from face-to-face conversational sessions… (more)

Subjects/Keywords: Adult education; Educational leadership; Educational technology; Conversation; Integration; Learning; Professional; Teacher; Technology

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APA (6th Edition):

Rowland, A. (2012). Exploring How Conversations Meet Teacher Learning Needs. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10021

Chicago Manual of Style (16th Edition):

Rowland, Amber. “Exploring How Conversations Meet Teacher Learning Needs.” 2012. Doctoral Dissertation, University of Kansas. Accessed February 27, 2021. http://hdl.handle.net/1808/10021.

MLA Handbook (7th Edition):

Rowland, Amber. “Exploring How Conversations Meet Teacher Learning Needs.” 2012. Web. 27 Feb 2021.

Vancouver:

Rowland A. Exploring How Conversations Meet Teacher Learning Needs. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1808/10021.

Council of Science Editors:

Rowland A. Exploring How Conversations Meet Teacher Learning Needs. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10021


University of Florida

21. Scott, Rachel H. Path Analysis of Technology Integration Factors in Magnet Schools.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2020, University of Florida

 Access to and use of technology are a vital piece of a student's experience in the magnet school classroom today. Magnet School Assistance Program (MSAP)… (more)

Subjects/Keywords: integration  – technology

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APA (6th Edition):

Scott, R. H. (2020). Path Analysis of Technology Integration Factors in Magnet Schools. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0055948

Chicago Manual of Style (16th Edition):

Scott, Rachel H. “Path Analysis of Technology Integration Factors in Magnet Schools.” 2020. Doctoral Dissertation, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0055948.

MLA Handbook (7th Edition):

Scott, Rachel H. “Path Analysis of Technology Integration Factors in Magnet Schools.” 2020. Web. 27 Feb 2021.

Vancouver:

Scott RH. Path Analysis of Technology Integration Factors in Magnet Schools. [Internet] [Doctoral dissertation]. University of Florida; 2020. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0055948.

Council of Science Editors:

Scott RH. Path Analysis of Technology Integration Factors in Magnet Schools. [Doctoral Dissertation]. University of Florida; 2020. Available from: https://ufdc.ufl.edu/UFE0055948

22. Fuller, Matthew J. Slide to Unlock: Creating a Technology-Integrated Environment for Our Students.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, National-Louis University

  The focus of this study is to explore how to support teachers in capitalizing on students’ technology skills, experiences, and preferences to offer enhanced… (more)

Subjects/Keywords: educational technology; technology integration; technology use; technology skill; teaching strategy; learning preferences; Education; Educational Leadership; Organization Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fuller, M. J. (2014). Slide to Unlock: Creating a Technology-Integrated Environment for Our Students. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/76

Chicago Manual of Style (16th Edition):

Fuller, Matthew J. “Slide to Unlock: Creating a Technology-Integrated Environment for Our Students.” 2014. Doctoral Dissertation, National-Louis University. Accessed February 27, 2021. http://digitalcommons.nl.edu/diss/76.

MLA Handbook (7th Edition):

Fuller, Matthew J. “Slide to Unlock: Creating a Technology-Integrated Environment for Our Students.” 2014. Web. 27 Feb 2021.

Vancouver:

Fuller MJ. Slide to Unlock: Creating a Technology-Integrated Environment for Our Students. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2021 Feb 27]. Available from: http://digitalcommons.nl.edu/diss/76.

Council of Science Editors:

Fuller MJ. Slide to Unlock: Creating a Technology-Integrated Environment for Our Students. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/76


Kennesaw State University

23. Clark, Timothy Neal. Designing Our Tribe with Online Learning in an Elementary Classroom.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

  The purpose of this study was to investigate how the design of an online learning environment within a learning management system (LMS) could enhance… (more)

Subjects/Keywords: technology integration; blended learning; online learning; learning management systems; design-based research; student engagement; Instructional Media Design

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APA (6th Edition):

Clark, T. N. (2011). Designing Our Tribe with Online Learning in an Elementary Classroom. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/467

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Clark, Timothy Neal. “Designing Our Tribe with Online Learning in an Elementary Classroom.” 2011. Thesis, Kennesaw State University. Accessed February 27, 2021. https://digitalcommons.kennesaw.edu/etd/467.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Clark, Timothy Neal. “Designing Our Tribe with Online Learning in an Elementary Classroom.” 2011. Web. 27 Feb 2021.

Vancouver:

Clark TN. Designing Our Tribe with Online Learning in an Elementary Classroom. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2021 Feb 27]. Available from: https://digitalcommons.kennesaw.edu/etd/467.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clark TN. Designing Our Tribe with Online Learning in an Elementary Classroom. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/467

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Maryland

24. Robinson, Meri Elizabeth. UNPROVEN INNOVATION: IPADS IN K-12 ENVIRONMENTS.

Degree: Education Policy, and Leadership, 2015, University of Maryland

 Nationally, the education sector spends more than 5 billion dollars annually on digital tools, “yet seldom are technology solutions factored into any viable equation for… (more)

Subjects/Keywords: Educational technology; Educational leadership; Educational evaluation; 21st-century skills; educational technology; iPads; learning environments; levels of technology integration; student engagement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Robinson, M. E. (2015). UNPROVEN INNOVATION: IPADS IN K-12 ENVIRONMENTS. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/18177

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Robinson, Meri Elizabeth. “UNPROVEN INNOVATION: IPADS IN K-12 ENVIRONMENTS.” 2015. Thesis, University of Maryland. Accessed February 27, 2021. http://hdl.handle.net/1903/18177.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Robinson, Meri Elizabeth. “UNPROVEN INNOVATION: IPADS IN K-12 ENVIRONMENTS.” 2015. Web. 27 Feb 2021.

Vancouver:

Robinson ME. UNPROVEN INNOVATION: IPADS IN K-12 ENVIRONMENTS. [Internet] [Thesis]. University of Maryland; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1903/18177.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Robinson ME. UNPROVEN INNOVATION: IPADS IN K-12 ENVIRONMENTS. [Thesis]. University of Maryland; 2015. Available from: http://hdl.handle.net/1903/18177

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Pereira, Ednaldo Coelho. Infraestrutura tecnológica em cursos na modalidade presencial mediado por tecnologia para o Estado do Amazonas.

Degree: Mestrado, Sistemas Digitais, 2010, University of São Paulo

O presente trabalho faz uma investigação através de experimentos práticos a respeito da infra-estrutura tecnológica de ferramentas computacionais que auxiliem o processo ensino aprendizagem e… (more)

Subjects/Keywords: Aprendizagem tecnológica; Distance education; Educação à distância; Integração de tecnologias; Integration of technologies; Learning technology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pereira, E. C. (2010). Infraestrutura tecnológica em cursos na modalidade presencial mediado por tecnologia para o Estado do Amazonas. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/3/3141/tde-10012011-100921/ ;

Chicago Manual of Style (16th Edition):

Pereira, Ednaldo Coelho. “Infraestrutura tecnológica em cursos na modalidade presencial mediado por tecnologia para o Estado do Amazonas.” 2010. Masters Thesis, University of São Paulo. Accessed February 27, 2021. http://www.teses.usp.br/teses/disponiveis/3/3141/tde-10012011-100921/ ;.

MLA Handbook (7th Edition):

Pereira, Ednaldo Coelho. “Infraestrutura tecnológica em cursos na modalidade presencial mediado por tecnologia para o Estado do Amazonas.” 2010. Web. 27 Feb 2021.

Vancouver:

Pereira EC. Infraestrutura tecnológica em cursos na modalidade presencial mediado por tecnologia para o Estado do Amazonas. [Internet] [Masters thesis]. University of São Paulo; 2010. [cited 2021 Feb 27]. Available from: http://www.teses.usp.br/teses/disponiveis/3/3141/tde-10012011-100921/ ;.

Council of Science Editors:

Pereira EC. Infraestrutura tecnológica em cursos na modalidade presencial mediado por tecnologia para o Estado do Amazonas. [Masters Thesis]. University of São Paulo; 2010. Available from: http://www.teses.usp.br/teses/disponiveis/3/3141/tde-10012011-100921/ ;


University of Delaware

26. Colihan, Christine E. Purposeful professional development to support teachers with implementing a school instructional focus called CREST.

Degree: D.Ed., University of Delaware, School of Education, 2018, University of Delaware

 This Executive Leadership Portfolio (ELP) represents purposeful, professional development that supports teachers and students as they implement Hodgson Vocational Technical High School’s instructional focus called… (more)

Subjects/Keywords: Education; Collaboration; Common core state standards; Growth mindset; Professional learning communities; Summarizing; Technology integration

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APA (6th Edition):

Colihan, C. E. (2018). Purposeful professional development to support teachers with implementing a school instructional focus called CREST. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/24016

Chicago Manual of Style (16th Edition):

Colihan, Christine E. “Purposeful professional development to support teachers with implementing a school instructional focus called CREST.” 2018. Doctoral Dissertation, University of Delaware. Accessed February 27, 2021. http://udspace.udel.edu/handle/19716/24016.

MLA Handbook (7th Edition):

Colihan, Christine E. “Purposeful professional development to support teachers with implementing a school instructional focus called CREST.” 2018. Web. 27 Feb 2021.

Vancouver:

Colihan CE. Purposeful professional development to support teachers with implementing a school instructional focus called CREST. [Internet] [Doctoral dissertation]. University of Delaware; 2018. [cited 2021 Feb 27]. Available from: http://udspace.udel.edu/handle/19716/24016.

Council of Science Editors:

Colihan CE. Purposeful professional development to support teachers with implementing a school instructional focus called CREST. [Doctoral Dissertation]. University of Delaware; 2018. Available from: http://udspace.udel.edu/handle/19716/24016


University of Minnesota

27. Israelson, Madeleine Heins. A study of teachers' integration of App affordances and early literacy best practices.

Degree: PhD, 2014, University of Minnesota

 As a variety of learning technologies become increasingly present in early elementary classrooms the question of how to integrate technologies into early literacy teaching and… (more)

Subjects/Keywords: Apps; Early literacy; Learning technologies; Tablets; Teacher beliefs; Technology integration; Education, curriculum and instruction

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APA (6th Edition):

Israelson, M. H. (2014). A study of teachers' integration of App affordances and early literacy best practices. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/172667

Chicago Manual of Style (16th Edition):

Israelson, Madeleine Heins. “A study of teachers' integration of App affordances and early literacy best practices.” 2014. Doctoral Dissertation, University of Minnesota. Accessed February 27, 2021. http://hdl.handle.net/11299/172667.

MLA Handbook (7th Edition):

Israelson, Madeleine Heins. “A study of teachers' integration of App affordances and early literacy best practices.” 2014. Web. 27 Feb 2021.

Vancouver:

Israelson MH. A study of teachers' integration of App affordances and early literacy best practices. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11299/172667.

Council of Science Editors:

Israelson MH. A study of teachers' integration of App affordances and early literacy best practices. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/172667


University of South Carolina

28. Lawson, Diane. Motivating Critical Thinkers in Fourth Grade Science: Action Research Promoting 21st Century Skills Through Technology Integrated Project-Based Learning.

Degree: Doctor of Education in Curriculum and Instruction, Educational Studies, 2020, University of South Carolina

  The purpose of this action research was to evaluate the integration of technology with project-based learning to determine its effect on critical thinking, science… (more)

Subjects/Keywords: Curriculum and Instruction; authentic audience; critical thinking; motivation; problem solving; project-based learning; technology integration

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APA (6th Edition):

Lawson, D. (2020). Motivating Critical Thinkers in Fourth Grade Science: Action Research Promoting 21st Century Skills Through Technology Integrated Project-Based Learning. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5895

Chicago Manual of Style (16th Edition):

Lawson, Diane. “Motivating Critical Thinkers in Fourth Grade Science: Action Research Promoting 21st Century Skills Through Technology Integrated Project-Based Learning.” 2020. Doctoral Dissertation, University of South Carolina. Accessed February 27, 2021. https://scholarcommons.sc.edu/etd/5895.

MLA Handbook (7th Edition):

Lawson, Diane. “Motivating Critical Thinkers in Fourth Grade Science: Action Research Promoting 21st Century Skills Through Technology Integrated Project-Based Learning.” 2020. Web. 27 Feb 2021.

Vancouver:

Lawson D. Motivating Critical Thinkers in Fourth Grade Science: Action Research Promoting 21st Century Skills Through Technology Integrated Project-Based Learning. [Internet] [Doctoral dissertation]. University of South Carolina; 2020. [cited 2021 Feb 27]. Available from: https://scholarcommons.sc.edu/etd/5895.

Council of Science Editors:

Lawson D. Motivating Critical Thinkers in Fourth Grade Science: Action Research Promoting 21st Century Skills Through Technology Integrated Project-Based Learning. [Doctoral Dissertation]. University of South Carolina; 2020. Available from: https://scholarcommons.sc.edu/etd/5895


University of Georgia

29. Harriman, Cátia Silva. The impact of TPACK and digital storytelling as a learning experience for pre-service teachers in a learning-by-designing project.

Degree: 2014, University of Georgia

 There are three types of knowledge that competent teachers should demonstrate nowadays: knowledge of technology, pedagogy, and content. The interplay of these three kinds of… (more)

Subjects/Keywords: digital storytelling; pre-service teachers; TPACK; teacher education; technology integration; learning-by-design

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APA (6th Edition):

Harriman, C. S. (2014). The impact of TPACK and digital storytelling as a learning experience for pre-service teachers in a learning-by-designing project. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27469

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Harriman, Cátia Silva. “The impact of TPACK and digital storytelling as a learning experience for pre-service teachers in a learning-by-designing project.” 2014. Thesis, University of Georgia. Accessed February 27, 2021. http://hdl.handle.net/10724/27469.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Harriman, Cátia Silva. “The impact of TPACK and digital storytelling as a learning experience for pre-service teachers in a learning-by-designing project.” 2014. Web. 27 Feb 2021.

Vancouver:

Harriman CS. The impact of TPACK and digital storytelling as a learning experience for pre-service teachers in a learning-by-designing project. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10724/27469.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harriman CS. The impact of TPACK and digital storytelling as a learning experience for pre-service teachers in a learning-by-designing project. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27469

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Utah State University

30. Ames, Clarence W.M. Teacher Perceptions of Factors Influencing Technology Integration in K-12 Schools.

Degree: MS, Instructional Technology and Learning Sciences, 2017, Utah State University

  The purpose of this case study was to examine teachers’ perceptions of what factors are most influential to the successful integration of technology. In… (more)

Subjects/Keywords: Change Management; Implementation; K-12 Education; Professional Learning Community; Technology Integration; Education

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APA (6th Edition):

Ames, C. W. M. (2017). Teacher Perceptions of Factors Influencing Technology Integration in K-12 Schools. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5277

Chicago Manual of Style (16th Edition):

Ames, Clarence W M. “Teacher Perceptions of Factors Influencing Technology Integration in K-12 Schools.” 2017. Masters Thesis, Utah State University. Accessed February 27, 2021. https://digitalcommons.usu.edu/etd/5277.

MLA Handbook (7th Edition):

Ames, Clarence W M. “Teacher Perceptions of Factors Influencing Technology Integration in K-12 Schools.” 2017. Web. 27 Feb 2021.

Vancouver:

Ames CWM. Teacher Perceptions of Factors Influencing Technology Integration in K-12 Schools. [Internet] [Masters thesis]. Utah State University; 2017. [cited 2021 Feb 27]. Available from: https://digitalcommons.usu.edu/etd/5277.

Council of Science Editors:

Ames CWM. Teacher Perceptions of Factors Influencing Technology Integration in K-12 Schools. [Masters Thesis]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/5277

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