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You searched for subject:(TPACK). Showing records 1 – 30 of 105 total matches.

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Wayne State University

1. Fryling, Margo. Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology.

Degree: EdD, Instructional Technology, 2013, Wayne State University

  Abstract This study examines the use of technology, pedagogy and content knowledge with second language teachers, and comparing Title 1 and non Title 1… (more)

Subjects/Keywords: ESOL; TPACK; Education

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

APA (6th Edition):

Fryling, M. (2013). Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology. (Doctoral Dissertation). Wayne State University. Retrieved from http://digitalcommons.wayne.edu/oa_dissertations/656

Chicago Manual of Style (16th Edition):

Fryling, Margo. “Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology.” 2013. Doctoral Dissertation, Wayne State University. Accessed November 24, 2017. http://digitalcommons.wayne.edu/oa_dissertations/656.

MLA Handbook (7th Edition):

Fryling, Margo. “Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology.” 2013. Web. 24 Nov 2017.

Vancouver:

Fryling M. Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2017 Nov 24]. Available from: http://digitalcommons.wayne.edu/oa_dissertations/656.

Council of Science Editors:

Fryling M. Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology. [Doctoral Dissertation]. Wayne State University; 2013. Available from: http://digitalcommons.wayne.edu/oa_dissertations/656


University of Ottawa

2. Mohamed, M.Elfatih Ibrahim Mustafa. The Impact of Science Teachers' Metacognition on Their Planning Choice of Technology-mediated Inquiry-based Activities .

Degree: 2016, University of Ottawa

 This study investigated the conditions for developing science teachers’ Technological Pedagogical Content Knowledge (TPACK). It also explored the opportunities offered by two strategies to enhance… (more)

Subjects/Keywords: TPACK; Metacognition; Experiencing Inquiry Model; Teacher Education

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APA (6th Edition):

Mohamed, M. E. I. M. (2016). The Impact of Science Teachers' Metacognition on Their Planning Choice of Technology-mediated Inquiry-based Activities . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35229

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):

Mohamed, M Elfatih Ibrahim Mustafa. “The Impact of Science Teachers' Metacognition on Their Planning Choice of Technology-mediated Inquiry-based Activities .” 2016. Thesis, University of Ottawa. Accessed November 24, 2017. http://hdl.handle.net/10393/35229.

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

MLA Handbook (7th Edition):

Mohamed, M Elfatih Ibrahim Mustafa. “The Impact of Science Teachers' Metacognition on Their Planning Choice of Technology-mediated Inquiry-based Activities .” 2016. Web. 24 Nov 2017.

Vancouver:

Mohamed MEIM. The Impact of Science Teachers' Metacognition on Their Planning Choice of Technology-mediated Inquiry-based Activities . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/10393/35229.

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

Council of Science Editors:

Mohamed MEIM. The Impact of Science Teachers' Metacognition on Their Planning Choice of Technology-mediated Inquiry-based Activities . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/35229

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

3. -6334-3225. INTEGRATING ONE-TO-ONE TECHNOLOGY IN THE CLASSROOM: THREE DIFFERENT APPROACHES.

Degree: Curriculum and Instruction, 2016, University of Houston

 The purpose of this qualitative, multiple case study was to examine the decisions three teachers made while planning to integrate portable technology in technology-rich elementary… (more)

Subjects/Keywords: Chromebook Planning TPACK One-to-one

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APA (6th Edition):

-6334-3225. (2016). INTEGRATING ONE-TO-ONE TECHNOLOGY IN THE CLASSROOM: THREE DIFFERENT APPROACHES. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1723

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

Chicago Manual of Style (16th Edition):

-6334-3225. “INTEGRATING ONE-TO-ONE TECHNOLOGY IN THE CLASSROOM: THREE DIFFERENT APPROACHES.” 2016. Thesis, University of Houston. Accessed November 24, 2017. http://hdl.handle.net/10657/1723.

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

MLA Handbook (7th Edition):

-6334-3225. “INTEGRATING ONE-TO-ONE TECHNOLOGY IN THE CLASSROOM: THREE DIFFERENT APPROACHES.” 2016. Web. 24 Nov 2017.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6334-3225. INTEGRATING ONE-TO-ONE TECHNOLOGY IN THE CLASSROOM: THREE DIFFERENT APPROACHES. [Internet] [Thesis]. University of Houston; 2016. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/10657/1723.

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

Council of Science Editors:

-6334-3225. INTEGRATING ONE-TO-ONE TECHNOLOGY IN THE CLASSROOM: THREE DIFFERENT APPROACHES. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1723

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


University of California – San Diego

4. 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 (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 November 24, 2017. 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. 24 Nov 2017.

Vancouver:

Weatherford B. The Preparation of Preservice Teachers for Integrative Technology Use. [Internet] [Thesis]. University of California – San Diego; 2015. [cited 2017 Nov 24]. 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

5. Hägglund, Linnéa. ”Kan jag få använda dator?” : En studie om digitala verktyg på mellanstadiet ur lärares perspektiv.

Degree: language studies, 2016, Umeå University

  The purpose of this study was to examine three teachers use and knowledge of digital tools in lessons in Swedish, how the teachers motivate… (more)

Subjects/Keywords: digitalisering; PCK; TPACK; SAMR; motivation; undervisning

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APA (6th Edition):

Hägglund, L. (2016). ”Kan jag få använda dator?” : En studie om digitala verktyg på mellanstadiet ur lärares perspektiv. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121639

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):

Hägglund, Linnéa. “”Kan jag få använda dator?” : En studie om digitala verktyg på mellanstadiet ur lärares perspektiv.” 2016. Thesis, Umeå University. Accessed November 24, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121639.

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

MLA Handbook (7th Edition):

Hägglund, Linnéa. “”Kan jag få använda dator?” : En studie om digitala verktyg på mellanstadiet ur lärares perspektiv.” 2016. Web. 24 Nov 2017.

Vancouver:

Hägglund L. ”Kan jag få använda dator?” : En studie om digitala verktyg på mellanstadiet ur lärares perspektiv. [Internet] [Thesis]. Umeå University; 2016. [cited 2017 Nov 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121639.

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

Council of Science Editors:

Hägglund L. ”Kan jag få använda dator?” : En studie om digitala verktyg på mellanstadiet ur lärares perspektiv. [Thesis]. Umeå University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121639

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


Stockholm University

6. Pascual, Rubén García. Integrering av digitala verktyg i undervisningen : En undersökning om matematiklärares upplevda kunskapsnivå av TPACK.

Degree: Mathematics and Science Education, 2017, Stockholm University

  Digitalisering av skolan har pågått under en lång tid men integreringen av digitala verktyg i matematikundervisning har inte visat sig följa den önskade pedagogisk… (more)

Subjects/Keywords: TPACK; Technological Pedagogical Content Knowledge; teachers´knowledge; mathematics; TPACK; Lärares kunskap; matematik; matematikundervisning; digitala verktyg; Stockholm; teknologi; gymnasiet; Didactics; Didaktik

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APA (6th Edition):

Pascual, R. G. (2017). Integrering av digitala verktyg i undervisningen : En undersökning om matematiklärares upplevda kunskapsnivå av TPACK. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144992

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):

Pascual, Rubén García. “Integrering av digitala verktyg i undervisningen : En undersökning om matematiklärares upplevda kunskapsnivå av TPACK.” 2017. Thesis, Stockholm University. Accessed November 24, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144992.

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

MLA Handbook (7th Edition):

Pascual, Rubén García. “Integrering av digitala verktyg i undervisningen : En undersökning om matematiklärares upplevda kunskapsnivå av TPACK.” 2017. Web. 24 Nov 2017.

Vancouver:

Pascual RG. Integrering av digitala verktyg i undervisningen : En undersökning om matematiklärares upplevda kunskapsnivå av TPACK. [Internet] [Thesis]. Stockholm University; 2017. [cited 2017 Nov 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144992.

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

Council of Science Editors:

Pascual RG. Integrering av digitala verktyg i undervisningen : En undersökning om matematiklärares upplevda kunskapsnivå av TPACK. [Thesis]. Stockholm University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144992

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


Clemson University

7. Chewning, Reed. Secondary English Teachers Dispositions Toward Technology Integration in One-to-One Environments.

Degree: PhD, Curriculum and Instruction, 2015, Clemson University

 This study examined how high school English teachers define technology integration and how teacher beliefs regarding technology integration impacts teacher and student use of digital… (more)

Subjects/Keywords: One-to-One; Teacher Dispositions; Technology Integration; TPACK; Education

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APA (6th Edition):

Chewning, R. (2015). Secondary English Teachers Dispositions Toward Technology Integration in One-to-One Environments. (Doctoral Dissertation). Clemson University. Retrieved from http://tigerprints.clemson.edu/all_dissertations/1569

Chicago Manual of Style (16th Edition):

Chewning, Reed. “Secondary English Teachers Dispositions Toward Technology Integration in One-to-One Environments.” 2015. Doctoral Dissertation, Clemson University. Accessed November 24, 2017. http://tigerprints.clemson.edu/all_dissertations/1569.

MLA Handbook (7th Edition):

Chewning, Reed. “Secondary English Teachers Dispositions Toward Technology Integration in One-to-One Environments.” 2015. Web. 24 Nov 2017.

Vancouver:

Chewning R. Secondary English Teachers Dispositions Toward Technology Integration in One-to-One Environments. [Internet] [Doctoral dissertation]. Clemson University; 2015. [cited 2017 Nov 24]. Available from: http://tigerprints.clemson.edu/all_dissertations/1569.

Council of Science Editors:

Chewning R. Secondary English Teachers Dispositions Toward Technology Integration in One-to-One Environments. [Doctoral Dissertation]. Clemson University; 2015. Available from: http://tigerprints.clemson.edu/all_dissertations/1569


Edith Cowan University

8. Chia, Steven Puay Chong. An investigation into student and teacher perceptions of, and attitudes towards, the use of information communications technologies to support digital forms of summative performance assessment in the applied information technology and engineering studies courses in Western Australia.

Degree: 2016, Edith Cowan University

 This study investigated the connections between teachers’ and students’ perceptions of, and attitudes towards, the use of Information and Communications Technologies (ICT) to support assessment… (more)

Subjects/Keywords: Attitudes; Perceptions; Digital; Assessment; Students; Teachers; TPACK; CBAM; quasi- ethnographic; Education

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APA (6th Edition):

Chia, S. P. C. (2016). An investigation into student and teacher perceptions of, and attitudes towards, the use of information communications technologies to support digital forms of summative performance assessment in the applied information technology and engineering studies courses in Western Australia. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1806

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):

Chia, Steven Puay Chong. “An investigation into student and teacher perceptions of, and attitudes towards, the use of information communications technologies to support digital forms of summative performance assessment in the applied information technology and engineering studies courses in Western Australia.” 2016. Thesis, Edith Cowan University. Accessed November 24, 2017. http://ro.ecu.edu.au/theses/1806.

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

MLA Handbook (7th Edition):

Chia, Steven Puay Chong. “An investigation into student and teacher perceptions of, and attitudes towards, the use of information communications technologies to support digital forms of summative performance assessment in the applied information technology and engineering studies courses in Western Australia.” 2016. Web. 24 Nov 2017.

Vancouver:

Chia SPC. An investigation into student and teacher perceptions of, and attitudes towards, the use of information communications technologies to support digital forms of summative performance assessment in the applied information technology and engineering studies courses in Western Australia. [Internet] [Thesis]. Edith Cowan University; 2016. [cited 2017 Nov 24]. Available from: http://ro.ecu.edu.au/theses/1806.

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

Council of Science Editors:

Chia SPC. An investigation into student and teacher perceptions of, and attitudes towards, the use of information communications technologies to support digital forms of summative performance assessment in the applied information technology and engineering studies courses in Western Australia. [Thesis]. Edith Cowan University; 2016. Available from: http://ro.ecu.edu.au/theses/1806

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

9. Gillow-Wiles, Henry. Engagement in a community of learners as a mediating agent toward the construction of technological pedagogical content knowledge (TPACK) in an online Master's program.

Degree: PhD, Mathematics Education, 2011, Oregon State University

 This study investigates how teachers develop and extend their understanding and knowledge of teaching and learning with digital technologies in a primarily online Master of… (more)

Subjects/Keywords: TPACK; Distance education

…Community of learners model ….... 14 2. TPACK as the intersection of technological… …presences in developing TPACK 97 3. .. LIST OF TABLES Table Page 1. Continuum of… …construction of technological pedagogical and content knowledge (TPACK) during the online… …the construction and extension of their TPACK. The results of this research provides… …examine and illustrate how the perceptions of the participating teachers of their TPACK… 

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APA (6th Edition):

Gillow-Wiles, H. (2011). Engagement in a community of learners as a mediating agent toward the construction of technological pedagogical content knowledge (TPACK) in an online Master's program. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/25658

Chicago Manual of Style (16th Edition):

Gillow-Wiles, Henry. “Engagement in a community of learners as a mediating agent toward the construction of technological pedagogical content knowledge (TPACK) in an online Master's program.” 2011. Doctoral Dissertation, Oregon State University. Accessed November 24, 2017. http://hdl.handle.net/1957/25658.

MLA Handbook (7th Edition):

Gillow-Wiles, Henry. “Engagement in a community of learners as a mediating agent toward the construction of technological pedagogical content knowledge (TPACK) in an online Master's program.” 2011. Web. 24 Nov 2017.

Vancouver:

Gillow-Wiles H. Engagement in a community of learners as a mediating agent toward the construction of technological pedagogical content knowledge (TPACK) in an online Master's program. [Internet] [Doctoral dissertation]. Oregon State University; 2011. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/1957/25658.

Council of Science Editors:

Gillow-Wiles H. Engagement in a community of learners as a mediating agent toward the construction of technological pedagogical content knowledge (TPACK) in an online Master's program. [Doctoral Dissertation]. Oregon State University; 2011. Available from: http://hdl.handle.net/1957/25658


Oklahoma State University

10. Stewart, Jessica. Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge in Oklahoma Agricultural Education Teachers.

Degree: School of Teaching and Curriculum Leadership, 2012, Oklahoma State University

 The focus of this exploratory study was to examine intrapersonal factors as well as levels of technology integration and Technological Pedagogical Content Knowledge (TPACK) in… (more)

Subjects/Keywords: agriculture education; interest; intrapersonal factors; motivation; self-efficacy; tpack

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APA (6th Edition):

Stewart, J. (2012). Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge in Oklahoma Agricultural Education Teachers. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9793

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):

Stewart, Jessica. “Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge in Oklahoma Agricultural Education Teachers.” 2012. Thesis, Oklahoma State University. Accessed November 24, 2017. http://hdl.handle.net/11244/9793.

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

MLA Handbook (7th Edition):

Stewart, Jessica. “Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge in Oklahoma Agricultural Education Teachers.” 2012. Web. 24 Nov 2017.

Vancouver:

Stewart J. Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge in Oklahoma Agricultural Education Teachers. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/11244/9793.

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

Council of Science Editors:

Stewart J. Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge in Oklahoma Agricultural Education Teachers. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/9793

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


RMIT University

11. Chang, W. An exploration of intended, enacted, and experienced TCSL e-learning curriculum in a Taiwan Master’s program.

Degree: 2014, RMIT University

 This dissertation presents a case study focusing on the role of e-learning in a Master’s degree program for teaching Chinese as a second language (TCSL)… (more)

Subjects/Keywords: Fields of Research; e-learning; TCSL; curriculum; TPACK; TCSL teacher preparation

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APA (6th Edition):

Chang, W. (2014). An exploration of intended, enacted, and experienced TCSL e-learning curriculum in a Taiwan Master’s program. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:161286

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):

Chang, W. “An exploration of intended, enacted, and experienced TCSL e-learning curriculum in a Taiwan Master’s program.” 2014. Thesis, RMIT University. Accessed November 24, 2017. http://researchbank.rmit.edu.au/view/rmit:161286.

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

MLA Handbook (7th Edition):

Chang, W. “An exploration of intended, enacted, and experienced TCSL e-learning curriculum in a Taiwan Master’s program.” 2014. Web. 24 Nov 2017.

Vancouver:

Chang W. An exploration of intended, enacted, and experienced TCSL e-learning curriculum in a Taiwan Master’s program. [Internet] [Thesis]. RMIT University; 2014. [cited 2017 Nov 24]. Available from: http://researchbank.rmit.edu.au/view/rmit:161286.

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

Council of Science Editors:

Chang W. An exploration of intended, enacted, and experienced TCSL e-learning curriculum in a Taiwan Master’s program. [Thesis]. RMIT University; 2014. Available from: http://researchbank.rmit.edu.au/view/rmit:161286

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


RMIT University

12. Dinh, H. Factors influencing English as a Foreign Language (EFL) teachers' use of Information and Communication Technology (ICT) in classroom practice: a mixed methods study at Hanoi University, Vietnam.

Degree: 2015, RMIT University

 In recent times, ICT has been increasingly applied in education around the world. To understand the effectiveness of ICT integration, a vast body of research… (more)

Subjects/Keywords: Fields of Research; ICT; EFL teachers; Hanoi University; Vietnam; TPACK

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APA (6th Edition):

Dinh, H. (2015). Factors influencing English as a Foreign Language (EFL) teachers' use of Information and Communication Technology (ICT) in classroom practice: a mixed methods study at Hanoi University, Vietnam. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:161364

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):

Dinh, H. “Factors influencing English as a Foreign Language (EFL) teachers' use of Information and Communication Technology (ICT) in classroom practice: a mixed methods study at Hanoi University, Vietnam.” 2015. Thesis, RMIT University. Accessed November 24, 2017. http://researchbank.rmit.edu.au/view/rmit:161364.

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

MLA Handbook (7th Edition):

Dinh, H. “Factors influencing English as a Foreign Language (EFL) teachers' use of Information and Communication Technology (ICT) in classroom practice: a mixed methods study at Hanoi University, Vietnam.” 2015. Web. 24 Nov 2017.

Vancouver:

Dinh H. Factors influencing English as a Foreign Language (EFL) teachers' use of Information and Communication Technology (ICT) in classroom practice: a mixed methods study at Hanoi University, Vietnam. [Internet] [Thesis]. RMIT University; 2015. [cited 2017 Nov 24]. Available from: http://researchbank.rmit.edu.au/view/rmit:161364.

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

Council of Science Editors:

Dinh H. Factors influencing English as a Foreign Language (EFL) teachers' use of Information and Communication Technology (ICT) in classroom practice: a mixed methods study at Hanoi University, Vietnam. [Thesis]. RMIT University; 2015. Available from: http://researchbank.rmit.edu.au/view/rmit:161364

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


University of Southern California

13. McGuire, Michelle S. Technology as a tool: uses in differentiated curriculum and instruction for gifted learners.

Degree: EdD, Education, 2012, University of Southern California

 This study was conducted to understand how teachers of gifted and talented students perceive their own knowledge of pedagogy, content, and technology based on the… (more)

Subjects/Keywords: curriculum; differentiation; gifted learners; instruction; technology integration; TPACK

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APA (6th Edition):

McGuire, M. S. (2012). Technology as a tool: uses in differentiated curriculum and instruction for gifted learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/121519/rec/6341

Chicago Manual of Style (16th Edition):

McGuire, Michelle S. “Technology as a tool: uses in differentiated curriculum and instruction for gifted learners.” 2012. Doctoral Dissertation, University of Southern California. Accessed November 24, 2017. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/121519/rec/6341.

MLA Handbook (7th Edition):

McGuire, Michelle S. “Technology as a tool: uses in differentiated curriculum and instruction for gifted learners.” 2012. Web. 24 Nov 2017.

Vancouver:

McGuire MS. Technology as a tool: uses in differentiated curriculum and instruction for gifted learners. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2017 Nov 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/121519/rec/6341.

Council of Science Editors:

McGuire MS. Technology as a tool: uses in differentiated curriculum and instruction for gifted learners. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/121519/rec/6341


Queensland University of Technology

14. Hoang, Ngoc Tue. EFL teachers' perceptions and experiences of blended learning in a Vietnamese university.

Degree: 2015, Queensland University of Technology

 This qualitative study investigates English as Foreign Language (EFL) teachers' perceptions and practices of blended learning in a Vietnamese university and influencing factors. Findings revealed… (more)

Subjects/Keywords: blended learning; EFL teachers' perceptions; Vietnam; TPACK; sociocultural constructivism

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APA (6th Edition):

Hoang, N. T. (2015). EFL teachers' perceptions and experiences of blended learning in a Vietnamese university. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/83945/

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):

Hoang, Ngoc Tue. “EFL teachers' perceptions and experiences of blended learning in a Vietnamese university.” 2015. Thesis, Queensland University of Technology. Accessed November 24, 2017. http://eprints.qut.edu.au/83945/.

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

MLA Handbook (7th Edition):

Hoang, Ngoc Tue. “EFL teachers' perceptions and experiences of blended learning in a Vietnamese university.” 2015. Web. 24 Nov 2017.

Vancouver:

Hoang NT. EFL teachers' perceptions and experiences of blended learning in a Vietnamese university. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2017 Nov 24]. Available from: http://eprints.qut.edu.au/83945/.

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

Council of Science Editors:

Hoang NT. EFL teachers' perceptions and experiences of blended learning in a Vietnamese university. [Thesis]. Queensland University of Technology; 2015. Available from: http://eprints.qut.edu.au/83945/

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


University of Louisville

15. Buckner, Barbara Renee, 1973-. The impact of using technology on student achievement : teaching functions with the TI-Nspire to 9th grade algebra students.

Degree: PhD, Department of Teaching and Learning, 2011, University of Louisville

 The purpose of this study was to determine the effect of TI-Nspire graphing calculator use on student achievement and on teacher behavior variables of planning,… (more)

Subjects/Keywords: TI-Nspire; Algebra; TPACK; Functions; Depth of knowledge; Representations

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APA (6th Edition):

Buckner, Barbara Renee, 1. (2011). The impact of using technology on student achievement : teaching functions with the TI-Nspire to 9th grade algebra students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/175 ; http://ir.library.louisville.edu/etd/175

Chicago Manual of Style (16th Edition):

Buckner, Barbara Renee, 1973-. “The impact of using technology on student achievement : teaching functions with the TI-Nspire to 9th grade algebra students.” 2011. Doctoral Dissertation, University of Louisville. Accessed November 24, 2017. 10.18297/etd/175 ; http://ir.library.louisville.edu/etd/175.

MLA Handbook (7th Edition):

Buckner, Barbara Renee, 1973-. “The impact of using technology on student achievement : teaching functions with the TI-Nspire to 9th grade algebra students.” 2011. Web. 24 Nov 2017.

Vancouver:

Buckner, Barbara Renee 1. The impact of using technology on student achievement : teaching functions with the TI-Nspire to 9th grade algebra students. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2017 Nov 24]. Available from: 10.18297/etd/175 ; http://ir.library.louisville.edu/etd/175.

Council of Science Editors:

Buckner, Barbara Renee 1. The impact of using technology on student achievement : teaching functions with the TI-Nspire to 9th grade algebra students. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/175 ; http://ir.library.louisville.edu/etd/175


Utah State University

16. Robertshaw, Brooke. Mixing the Emic and Etic Perspectives: A Study Exploring Development of Fixed-Answer Questions to Measure In-Service Teachers' Technological Pedagogical Content Knowledge.

Degree: PhD, Instructional Technology and Learning Sciences, 2013, Utah State University

  Using a sequential mixed-method methodology, this dissertation study set out to understand the emic and etic perspectives of the knowledge encompassed in the technological… (more)

Subjects/Keywords: emic and etic perspectives; TPACK; focus group; passive vs. active learning

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

APA (6th Edition):

Robertshaw, B. (2013). Mixing the Emic and Etic Perspectives: A Study Exploring Development of Fixed-Answer Questions to Measure In-Service Teachers' Technological Pedagogical Content Knowledge. (Doctoral Dissertation). Utah State University. Retrieved from http://digitalcommons.usu.edu/etd/3345

Chicago Manual of Style (16th Edition):

Robertshaw, Brooke. “Mixing the Emic and Etic Perspectives: A Study Exploring Development of Fixed-Answer Questions to Measure In-Service Teachers' Technological Pedagogical Content Knowledge.” 2013. Doctoral Dissertation, Utah State University. Accessed November 24, 2017. http://digitalcommons.usu.edu/etd/3345.

MLA Handbook (7th Edition):

Robertshaw, Brooke. “Mixing the Emic and Etic Perspectives: A Study Exploring Development of Fixed-Answer Questions to Measure In-Service Teachers' Technological Pedagogical Content Knowledge.” 2013. Web. 24 Nov 2017.

Vancouver:

Robertshaw B. Mixing the Emic and Etic Perspectives: A Study Exploring Development of Fixed-Answer Questions to Measure In-Service Teachers' Technological Pedagogical Content Knowledge. [Internet] [Doctoral dissertation]. Utah State University; 2013. [cited 2017 Nov 24]. Available from: http://digitalcommons.usu.edu/etd/3345.

Council of Science Editors:

Robertshaw B. Mixing the Emic and Etic Perspectives: A Study Exploring Development of Fixed-Answer Questions to Measure In-Service Teachers' Technological Pedagogical Content Knowledge. [Doctoral Dissertation]. Utah State University; 2013. Available from: http://digitalcommons.usu.edu/etd/3345


University of Canterbury

17. Owusu, Kofi Acheaw. Assessing New Zealand high school science teachers' technological pedagogical content knowledge.

Degree: 2014, University of Canterbury

 Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK(more)

Subjects/Keywords: TPACK; TPCK; Technology in education; ICT in education

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APA (6th Edition):

Owusu, K. A. (2014). Assessing New Zealand high school science teachers' technological pedagogical content knowledge. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9254

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):

Owusu, Kofi Acheaw. “Assessing New Zealand high school science teachers' technological pedagogical content knowledge.” 2014. Thesis, University of Canterbury. Accessed November 24, 2017. http://hdl.handle.net/10092/9254.

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

MLA Handbook (7th Edition):

Owusu, Kofi Acheaw. “Assessing New Zealand high school science teachers' technological pedagogical content knowledge.” 2014. Web. 24 Nov 2017.

Vancouver:

Owusu KA. Assessing New Zealand high school science teachers' technological pedagogical content knowledge. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/10092/9254.

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

Council of Science Editors:

Owusu KA. Assessing New Zealand high school science teachers' technological pedagogical content knowledge. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9254

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

18. Tai, Shu-Ju Diana. From TPACK-in-Action Workshops to English Classrooms: CALL Competencies Developed and Adopted into Classroom Teaching.

Degree: 2013, Iowa State University

 As researchers in the CALL teacher education field noted, teachers play the pivotal role in the language learning classrooms because they are the gate keepers… (more)

Subjects/Keywords: CALL Teacher Education; observation; TPACK; Linguistics; Teacher Education and Professional Development

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APA (6th Edition):

Tai, S. D. (2013). From TPACK-in-Action Workshops to English Classrooms: CALL Competencies Developed and Adopted into Classroom Teaching. (Thesis). Iowa State University. Retrieved from http://lib.dr.iastate.edu/etd/13335

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):

Tai, Shu-Ju Diana. “From TPACK-in-Action Workshops to English Classrooms: CALL Competencies Developed and Adopted into Classroom Teaching.” 2013. Thesis, Iowa State University. Accessed November 24, 2017. http://lib.dr.iastate.edu/etd/13335.

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

MLA Handbook (7th Edition):

Tai, Shu-Ju Diana. “From TPACK-in-Action Workshops to English Classrooms: CALL Competencies Developed and Adopted into Classroom Teaching.” 2013. Web. 24 Nov 2017.

Vancouver:

Tai SD. From TPACK-in-Action Workshops to English Classrooms: CALL Competencies Developed and Adopted into Classroom Teaching. [Internet] [Thesis]. Iowa State University; 2013. [cited 2017 Nov 24]. Available from: http://lib.dr.iastate.edu/etd/13335.

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

Council of Science Editors:

Tai SD. From TPACK-in-Action Workshops to English Classrooms: CALL Competencies Developed and Adopted into Classroom Teaching. [Thesis]. Iowa State University; 2013. Available from: http://lib.dr.iastate.edu/etd/13335

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

19. Ung, Jessika. Källkritik på internet i lärarutbildningen : En enkätstudie om lärarstudenter på grundlärarprogrammet årskurs 4–6 med SO-inriktning.

Degree: Educational Work, 2017, Dalarna University

Syftet med denna studie var att ta reda på vilka kompetenser lärarstudenter anser är viktiga för att kunna undervisa i källkritik på internet i… (more)

Subjects/Keywords: Källkritik; internet; TPACK; SO-didaktik; lärarstudenter; lärarutbildning; Pedagogical Work; Pedagogiskt arbete

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APA (6th Edition):

Ung, J. (2017). Källkritik på internet i lärarutbildningen : En enkätstudie om lärarstudenter på grundlärarprogrammet årskurs 4–6 med SO-inriktning. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-24802

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):

Ung, Jessika. “Källkritik på internet i lärarutbildningen : En enkätstudie om lärarstudenter på grundlärarprogrammet årskurs 4–6 med SO-inriktning.” 2017. Thesis, Dalarna University. Accessed November 24, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24802.

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

MLA Handbook (7th Edition):

Ung, Jessika. “Källkritik på internet i lärarutbildningen : En enkätstudie om lärarstudenter på grundlärarprogrammet årskurs 4–6 med SO-inriktning.” 2017. Web. 24 Nov 2017.

Vancouver:

Ung J. Källkritik på internet i lärarutbildningen : En enkätstudie om lärarstudenter på grundlärarprogrammet årskurs 4–6 med SO-inriktning. [Internet] [Thesis]. Dalarna University; 2017. [cited 2017 Nov 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-24802.

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

Council of Science Editors:

Ung J. Källkritik på internet i lärarutbildningen : En enkätstudie om lärarstudenter på grundlärarprogrammet årskurs 4–6 med SO-inriktning. [Thesis]. Dalarna University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-24802

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

20. Djärf, Joanna. Teknologi, Pedagogik och Ämne : En policystudie om hur nationella mål för IT i skolan transformeras till kommunala IT-strategier.

Degree: Education, 2014, Umeå University

  Today there is a large consensus about the importance of Swedish schools providingconditions enabling students to develop the ability to manage and learn through… (more)

Subjects/Keywords: Municipalities; IT-strategies; Education act; National curriculum; School; TPACK

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APA (6th Edition):

Djärf, J. (2014). Teknologi, Pedagogik och Ämne : En policystudie om hur nationella mål för IT i skolan transformeras till kommunala IT-strategier. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92509

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):

Djärf, Joanna. “Teknologi, Pedagogik och Ämne : En policystudie om hur nationella mål för IT i skolan transformeras till kommunala IT-strategier.” 2014. Thesis, Umeå University. Accessed November 24, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92509.

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

MLA Handbook (7th Edition):

Djärf, Joanna. “Teknologi, Pedagogik och Ämne : En policystudie om hur nationella mål för IT i skolan transformeras till kommunala IT-strategier.” 2014. Web. 24 Nov 2017.

Vancouver:

Djärf J. Teknologi, Pedagogik och Ämne : En policystudie om hur nationella mål för IT i skolan transformeras till kommunala IT-strategier. [Internet] [Thesis]. Umeå University; 2014. [cited 2017 Nov 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92509.

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

Council of Science Editors:

Djärf J. Teknologi, Pedagogik och Ämne : En policystudie om hur nationella mål för IT i skolan transformeras till kommunala IT-strategier. [Thesis]. Umeå University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92509

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


Boston University

21. Jivaketu, Pattarasak. An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009.

Degree: EdD, Educational Media & Technology, 2015, Boston University

 This study is a historical analysis of teacher development for using instructional technology in Thailand beginning with the early origins of educational reform efforts through… (more)

Subjects/Keywords: Adult education; Historical research; Instructional technology; Professional development; Student-centered; TPACK

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APA (6th Edition):

Jivaketu, P. (2015). An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/15197

Chicago Manual of Style (16th Edition):

Jivaketu, Pattarasak. “An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009.” 2015. Doctoral Dissertation, Boston University. Accessed November 24, 2017. http://hdl.handle.net/2144/15197.

MLA Handbook (7th Edition):

Jivaketu, Pattarasak. “An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009.” 2015. Web. 24 Nov 2017.

Vancouver:

Jivaketu P. An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/2144/15197.

Council of Science Editors:

Jivaketu P. An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/15197

22. Bengtsson, Lars. IKT som en del av matematikundervisningen : En kvalitativ intervjustudie om lärares användning av digitala verktyg i matematikundervisningen i årskurserna F-4.

Degree: Humanities and Social Science, 2017, Halmstad University

  Studiens syfte var att med hjälp av det teoretiska ramverket TPACK,  undersöka hur lärare verksamma i grundskolans tidigare årskurser, uttrycker IKT-användningen i sin matematikundervisning.… (more)

Subjects/Keywords: digitala verktyg; IKT; matematik; TPACK; Educational Sciences; Utbildningsvetenskap

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APA (6th Edition):

Bengtsson, L. (2017). IKT som en del av matematikundervisningen : En kvalitativ intervjustudie om lärares användning av digitala verktyg i matematikundervisningen i årskurserna F-4. (Thesis). Halmstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34470

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):

Bengtsson, Lars. “IKT som en del av matematikundervisningen : En kvalitativ intervjustudie om lärares användning av digitala verktyg i matematikundervisningen i årskurserna F-4.” 2017. Thesis, Halmstad University. Accessed November 24, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34470.

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

MLA Handbook (7th Edition):

Bengtsson, Lars. “IKT som en del av matematikundervisningen : En kvalitativ intervjustudie om lärares användning av digitala verktyg i matematikundervisningen i årskurserna F-4.” 2017. Web. 24 Nov 2017.

Vancouver:

Bengtsson L. IKT som en del av matematikundervisningen : En kvalitativ intervjustudie om lärares användning av digitala verktyg i matematikundervisningen i årskurserna F-4. [Internet] [Thesis]. Halmstad University; 2017. [cited 2017 Nov 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34470.

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

Council of Science Editors:

Bengtsson L. IKT som en del av matematikundervisningen : En kvalitativ intervjustudie om lärares användning av digitala verktyg i matematikundervisningen i årskurserna F-4. [Thesis]. Halmstad University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34470

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

23. Nakashima, Rosária Helena Ruiz. A dialética dos conhecimentos pedagógicos dos conteúdos tecnológicos e suas contribuições para a ação docente e para o processo de aprendizagem apoiados por um ambiente virtual.

Degree: PhD, Educação, 2014, University of São Paulo

Esta pesquisa investigou as contribuições do conhecimento pedagógico do conteúdo tecnológico para as competências docentes e para o processo de aprendizagem apoiado por ambiente virtual.… (more)

Subjects/Keywords: Ação docente; Conhecimento pedagógico de conteúdo tecnológico; Digital technologies for information and communication; Modelo TPACK; Teaching action; Technological pedagogical content knowledge; Tecnologias digitais de informação e de comunicação; TPACK model

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

APA (6th Edition):

Nakashima, R. H. R. (2014). A dialética dos conhecimentos pedagógicos dos conteúdos tecnológicos e suas contribuições para a ação docente e para o processo de aprendizagem apoiados por um ambiente virtual. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01102014-134609/ ;

Chicago Manual of Style (16th Edition):

Nakashima, Rosária Helena Ruiz. “A dialética dos conhecimentos pedagógicos dos conteúdos tecnológicos e suas contribuições para a ação docente e para o processo de aprendizagem apoiados por um ambiente virtual.” 2014. Doctoral Dissertation, University of São Paulo. Accessed November 24, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01102014-134609/ ;.

MLA Handbook (7th Edition):

Nakashima, Rosária Helena Ruiz. “A dialética dos conhecimentos pedagógicos dos conteúdos tecnológicos e suas contribuições para a ação docente e para o processo de aprendizagem apoiados por um ambiente virtual.” 2014. Web. 24 Nov 2017.

Vancouver:

Nakashima RHR. A dialética dos conhecimentos pedagógicos dos conteúdos tecnológicos e suas contribuições para a ação docente e para o processo de aprendizagem apoiados por um ambiente virtual. [Internet] [Doctoral dissertation]. University of São Paulo; 2014. [cited 2017 Nov 24]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01102014-134609/ ;.

Council of Science Editors:

Nakashima RHR. A dialética dos conhecimentos pedagógicos dos conteúdos tecnológicos e suas contribuições para a ação docente e para o processo de aprendizagem apoiados por um ambiente virtual. [Doctoral Dissertation]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01102014-134609/ ;

24. Laaksonen, Inkeri. Avaimia huomiseen? Aikuisopettajien käsityksiä ilmiöstä opettajuus ja teknologia .

Degree: 2016, U of Tampere : Diss

 Tutkimukseni tavoite oli tuottaa pieni pala tietoa aikuisopettajien todellisuudesta yhteiskunnan, koulutusorganisaation, opettajankoulutuksen, opettajayhteisöjen ja yksittäisen aikuisopettajan hyödynnettäväksi. Halusin tutkia, miten aikuisopettajat käsittävät kollektiivisesti tiettynä hetkenä… (more)

Subjects/Keywords: aikuisopettaja; ilmiö opettajuus ja teknologia; fenomenografia; ammatillinen pääoma (PC); opettajan tiedon malli (TPACK); adult education teacher; phenomenon of teachership and technology; phenomenography; professional capital (PC); Technological Pedagogical Content Knowledge (TPACK)

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APA (6th Edition):

Laaksonen, I. (2016). Avaimia huomiseen? Aikuisopettajien käsityksiä ilmiöstä opettajuus ja teknologia . (Doctoral Dissertation). U of Tampere : Diss. Retrieved from http://tampub.uta.fi/handle/10024/99929

Chicago Manual of Style (16th Edition):

Laaksonen, Inkeri. “Avaimia huomiseen? Aikuisopettajien käsityksiä ilmiöstä opettajuus ja teknologia .” 2016. Doctoral Dissertation, U of Tampere : Diss. Accessed November 24, 2017. http://tampub.uta.fi/handle/10024/99929.

MLA Handbook (7th Edition):

Laaksonen, Inkeri. “Avaimia huomiseen? Aikuisopettajien käsityksiä ilmiöstä opettajuus ja teknologia .” 2016. Web. 24 Nov 2017.

Vancouver:

Laaksonen I. Avaimia huomiseen? Aikuisopettajien käsityksiä ilmiöstä opettajuus ja teknologia . [Internet] [Doctoral dissertation]. U of Tampere : Diss; 2016. [cited 2017 Nov 24]. Available from: http://tampub.uta.fi/handle/10024/99929.

Council of Science Editors:

Laaksonen I. Avaimia huomiseen? Aikuisopettajien käsityksiä ilmiöstä opettajuus ja teknologia . [Doctoral Dissertation]. U of Tampere : Diss; 2016. Available from: http://tampub.uta.fi/handle/10024/99929


University of Toledo

25. Singer, Joshua Z. A Rasch Analysis of a TPACK Assessment Instrument and Online K-12 Teachers in the United States.

Degree: EdD, Curriculum and Instruction: Educational Media, 2016, University of Toledo

TPACK, an extension of Pedagogical Content Knowledge, has the potential to provide a theoretical lens through which researchers can focus on the skills teachers need… (more)

Subjects/Keywords: Education; Educational Theory; Teaching; TPACK, TPCK, virtual teaching, online education, online teachers, RASCH, PCK

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

APA (6th Edition):

Singer, J. Z. (2016). A Rasch Analysis of a TPACK Assessment Instrument and Online K-12 Teachers in the United States. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1457438475

Chicago Manual of Style (16th Edition):

Singer, Joshua Z. “A Rasch Analysis of a TPACK Assessment Instrument and Online K-12 Teachers in the United States.” 2016. Doctoral Dissertation, University of Toledo. Accessed November 24, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1457438475.

MLA Handbook (7th Edition):

Singer, Joshua Z. “A Rasch Analysis of a TPACK Assessment Instrument and Online K-12 Teachers in the United States.” 2016. Web. 24 Nov 2017.

Vancouver:

Singer JZ. A Rasch Analysis of a TPACK Assessment Instrument and Online K-12 Teachers in the United States. [Internet] [Doctoral dissertation]. University of Toledo; 2016. [cited 2017 Nov 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1457438475.

Council of Science Editors:

Singer JZ. A Rasch Analysis of a TPACK Assessment Instrument and Online K-12 Teachers in the United States. [Doctoral Dissertation]. University of Toledo; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1457438475


University of Georgia

26. 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: PhD, Instructional Technology, 2011, 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Harriman, C. S. (2011). The impact of TPACK and digital storytelling as a learning experience for pre-service teachers in a learning-by-designing project. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/harriman_catia_s_201108_phd

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.” 2011. Doctoral Dissertation, University of Georgia. Accessed November 24, 2017. http://purl.galileo.usg.edu/uga_etd/harriman_catia_s_201108_phd.

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.” 2011. Web. 24 Nov 2017.

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] [Doctoral dissertation]. University of Georgia; 2011. [cited 2017 Nov 24]. Available from: http://purl.galileo.usg.edu/uga_etd/harriman_catia_s_201108_phd.

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. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/harriman_catia_s_201108_phd


Unitec New Zealand

27. Narayan, Vickel Leenesh. Pedagogical implications of Second Life in education: Educators’ and residents' perception.

Degree: 2011, Unitec New Zealand

 Second Life gained considerable publicity in the years 2008 and 2009 and created a flurry of activities in-world by many organizations and institutes, and even… (more)

Subjects/Keywords: Second Life; education; virtual reality; TPACK 2.0; pedagogy; 080111 Virtual Reality and Related Simulation

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

APA (6th Edition):

Narayan, V. L. (2011). Pedagogical implications of Second Life in education: Educators’ and residents' perception. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1756

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):

Narayan, Vickel Leenesh. “Pedagogical implications of Second Life in education: Educators’ and residents' perception.” 2011. Thesis, Unitec New Zealand. Accessed November 24, 2017. http://hdl.handle.net/10652/1756.

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

MLA Handbook (7th Edition):

Narayan, Vickel Leenesh. “Pedagogical implications of Second Life in education: Educators’ and residents' perception.” 2011. Web. 24 Nov 2017.

Vancouver:

Narayan VL. Pedagogical implications of Second Life in education: Educators’ and residents' perception. [Internet] [Thesis]. Unitec New Zealand; 2011. [cited 2017 Nov 24]. Available from: http://hdl.handle.net/10652/1756.

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

Council of Science Editors:

Narayan VL. Pedagogical implications of Second Life in education: Educators’ and residents' perception. [Thesis]. Unitec New Zealand; 2011. Available from: http://hdl.handle.net/10652/1756

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


University of Florida

28. Lowder, Laura S. Building Technological Pedagogical Content Knowledge (TPACK) among Pre-Service Teachers in a Science Methods Course Using Action Research.

Degree: Curriculum and Instruction
Teaching and Learning, 2013, University of Florida

 In this study I investigated the problem of helping my pre-service elementary science teachers to develop the skills necessary to intentionally design effective lessons with… (more)

Subjects/Keywords: action  – lessons  – pre-service  – pre-serviceteachers  – science  – sciencemethods  – teachereducation  – technology  – tpack; Teaching and Learning

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

APA (6th Edition):

Lowder, L. S. (2013). Building Technological Pedagogical Content Knowledge (TPACK) among Pre-Service Teachers in a Science Methods Course Using Action Research. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045293

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):

Lowder, Laura S. “Building Technological Pedagogical Content Knowledge (TPACK) among Pre-Service Teachers in a Science Methods Course Using Action Research.” 2013. Thesis, University of Florida. Accessed November 24, 2017. http://ufdc.ufl.edu/UFE0045293.

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

MLA Handbook (7th Edition):

Lowder, Laura S. “Building Technological Pedagogical Content Knowledge (TPACK) among Pre-Service Teachers in a Science Methods Course Using Action Research.” 2013. Web. 24 Nov 2017.

Vancouver:

Lowder LS. Building Technological Pedagogical Content Knowledge (TPACK) among Pre-Service Teachers in a Science Methods Course Using Action Research. [Internet] [Thesis]. University of Florida; 2013. [cited 2017 Nov 24]. Available from: http://ufdc.ufl.edu/UFE0045293.

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

Council of Science Editors:

Lowder LS. Building Technological Pedagogical Content Knowledge (TPACK) among Pre-Service Teachers in a Science Methods Course Using Action Research. [Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045293

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


Brigham Young University

29. Smith, Nicolette Michelle. Investigating the Reliability and Construct Validity of a Measure of Preservice Teachers' Self-efficacy for TPACK.

Degree: MS, 2010, Brigham Young University

  The TPACK framework is becoming increasingly pervasive in teacher education. Researchers and practitioners have been seeking reliable and valid ways to measure the constructs… (more)

Subjects/Keywords: TPACK; self-efficacy; assessment; construct validity; reliability; exploratory factor analysis; confirmatory factor analysis; Educational Psychology

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

APA (6th Edition):

Smith, N. M. (2010). Investigating the Reliability and Construct Validity of a Measure of Preservice Teachers' Self-efficacy for TPACK. (Thesis). Brigham Young University. Retrieved from http://scholarsarchive.byu.edu/etd/2367

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):

Smith, Nicolette Michelle. “Investigating the Reliability and Construct Validity of a Measure of Preservice Teachers' Self-efficacy for TPACK.” 2010. Thesis, Brigham Young University. Accessed November 24, 2017. http://scholarsarchive.byu.edu/etd/2367.

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

MLA Handbook (7th Edition):

Smith, Nicolette Michelle. “Investigating the Reliability and Construct Validity of a Measure of Preservice Teachers' Self-efficacy for TPACK.” 2010. Web. 24 Nov 2017.

Vancouver:

Smith NM. Investigating the Reliability and Construct Validity of a Measure of Preservice Teachers' Self-efficacy for TPACK. [Internet] [Thesis]. Brigham Young University; 2010. [cited 2017 Nov 24]. Available from: http://scholarsarchive.byu.edu/etd/2367.

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

Council of Science Editors:

Smith NM. Investigating the Reliability and Construct Validity of a Measure of Preservice Teachers' Self-efficacy for TPACK. [Thesis]. Brigham Young University; 2010. Available from: http://scholarsarchive.byu.edu/etd/2367

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


Brigham Young University

30. Cox, Susan Marie. A Conceptual Analysis of Technological Pedagogical Content Knowledge.

Degree: PhD, 2008, Brigham Young University

 This dissertation reports the results of a conceptual analysis of the technological pedagogical content knowledge (TPACK) framework, particularly its component constructs of technological content knowledge… (more)

Subjects/Keywords: TPACK; technological pedagogical content knowledge; technology integration; technology knowledge; educational technology; Educational Psychology

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

APA (6th Edition):

Cox, S. M. (2008). A Conceptual Analysis of Technological Pedagogical Content Knowledge. (Doctoral Dissertation). Brigham Young University. Retrieved from http://scholarsarchive.byu.edu/etd/1482

Chicago Manual of Style (16th Edition):

Cox, Susan Marie. “A Conceptual Analysis of Technological Pedagogical Content Knowledge.” 2008. Doctoral Dissertation, Brigham Young University. Accessed November 24, 2017. http://scholarsarchive.byu.edu/etd/1482.

MLA Handbook (7th Edition):

Cox, Susan Marie. “A Conceptual Analysis of Technological Pedagogical Content Knowledge.” 2008. Web. 24 Nov 2017.

Vancouver:

Cox SM. A Conceptual Analysis of Technological Pedagogical Content Knowledge. [Internet] [Doctoral dissertation]. Brigham Young University; 2008. [cited 2017 Nov 24]. Available from: http://scholarsarchive.byu.edu/etd/1482.

Council of Science Editors:

Cox SM. A Conceptual Analysis of Technological Pedagogical Content Knowledge. [Doctoral Dissertation]. Brigham Young University; 2008. Available from: http://scholarsarchive.byu.edu/etd/1482

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