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You searched for subject:(TPACK). Showing records 1 – 30 of 128 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 (6th Edition):

Fryling, M. (2013). Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology. (Doctoral Dissertation). Wayne State University. Retrieved from https://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 June 22, 2018. https://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. 22 Jun 2018.

Vancouver:

Fryling M. Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2018 Jun 22]. Available from: https://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: https://digitalcommons.wayne.edu/oa_dissertations/656


University of Hawaii – Manoa

2. McCann, Kimble. Using Technological, Pedagogical, and Content Knowledge (TPACK) to Support Universal Design for Learning (UDL): A Case Study.

Degree: 2017, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2015.

Research indicates that technology can play a vital role in supporting universal design for learning (UDL); however, little… (more)

Subjects/Keywords: tpack; udl; case study

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APA (6th Edition):

McCann, K. (2017). Using Technological, Pedagogical, and Content Knowledge (TPACK) to Support Universal Design for Learning (UDL): A Case Study. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/50998

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):

McCann, Kimble. “Using Technological, Pedagogical, and Content Knowledge (TPACK) to Support Universal Design for Learning (UDL): A Case Study.” 2017. Thesis, University of Hawaii – Manoa. Accessed June 22, 2018. http://hdl.handle.net/10125/50998.

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

MLA Handbook (7th Edition):

McCann, Kimble. “Using Technological, Pedagogical, and Content Knowledge (TPACK) to Support Universal Design for Learning (UDL): A Case Study.” 2017. Web. 22 Jun 2018.

Vancouver:

McCann K. Using Technological, Pedagogical, and Content Knowledge (TPACK) to Support Universal Design for Learning (UDL): A Case Study. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2018 Jun 22]. Available from: http://hdl.handle.net/10125/50998.

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

Council of Science Editors:

McCann K. Using Technological, Pedagogical, and Content Knowledge (TPACK) to Support Universal Design for Learning (UDL): A Case Study. [Thesis]. University of Hawaii – Manoa; 2017. Available from: http://hdl.handle.net/10125/50998

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 June 22, 2018. 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. 22 Jun 2018.

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 2018 Jun 22]. 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 June 22, 2018. 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. 22 Jun 2018.

Vancouver:

Weatherford B. The Preparation of Preservice Teachers for Integrative Technology Use. [Internet] [Thesis]. University of California – San Diego; 2015. [cited 2018 Jun 22]. 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 Hawaii – Manoa

5. Park, Elizabeth. A Case Study Exploring TPACK Framework within the Context of Early Childhood Education.

Degree: 2017, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2015.

The purpose of this exploratory single-case study was to investigate the affordances of iPads and how these affordances… (more)

Subjects/Keywords: TPACK; early childhood education; affective domain taxonomy

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APA (6th Edition):

Park, E. (2017). A Case Study Exploring TPACK Framework within the Context of Early Childhood Education. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/51006

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):

Park, Elizabeth. “A Case Study Exploring TPACK Framework within the Context of Early Childhood Education.” 2017. Thesis, University of Hawaii – Manoa. Accessed June 22, 2018. http://hdl.handle.net/10125/51006.

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

MLA Handbook (7th Edition):

Park, Elizabeth. “A Case Study Exploring TPACK Framework within the Context of Early Childhood Education.” 2017. Web. 22 Jun 2018.

Vancouver:

Park E. A Case Study Exploring TPACK Framework within the Context of Early Childhood Education. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2018 Jun 22]. Available from: http://hdl.handle.net/10125/51006.

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

Council of Science Editors:

Park E. A Case Study Exploring TPACK Framework within the Context of Early Childhood Education. [Thesis]. University of Hawaii – Manoa; 2017. Available from: http://hdl.handle.net/10125/51006

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

6. 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 June 22, 2018. 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. 22 Jun 2018.

Vancouver:

Hägglund L. ”Kan jag få använda dator?” : En studie om digitala verktyg på mellanstadiet ur lärares perspektiv. [Internet] [Thesis]. Umeå University; 2016. [cited 2018 Jun 22]. 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


University of Ottawa

7. 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 June 22, 2018. 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. 22 Jun 2018.

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 2018 Jun 22]. 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

8. Barbosa, Ana Marisa da Silva. Um projeto de leitura com recursos educativos digitais: uma sequência didática para o 3.º ano de escolaridade.

Degree: 2016, RCAAP

Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico apresentado na Escola Superior de… (more)

Subjects/Keywords: Tecnologias; Recursos educativos digitais; TPACK; Leitura; Technology; Digital educational resources; TPACK; Reading

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APA (6th Edition):

Barbosa, A. M. d. S. (2016). Um projeto de leitura com recursos educativos digitais: uma sequência didática para o 3.º ano de escolaridade. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1765

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):

Barbosa, Ana Marisa da Silva. “Um projeto de leitura com recursos educativos digitais: uma sequência didática para o 3.º ano de escolaridade.” 2016. Thesis, RCAAP. Accessed June 22, 2018. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1765.

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

MLA Handbook (7th Edition):

Barbosa, Ana Marisa da Silva. “Um projeto de leitura com recursos educativos digitais: uma sequência didática para o 3.º ano de escolaridade.” 2016. Web. 22 Jun 2018.

Vancouver:

Barbosa AMdS. Um projeto de leitura com recursos educativos digitais: uma sequência didática para o 3.º ano de escolaridade. [Internet] [Thesis]. RCAAP; 2016. [cited 2018 Jun 22]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1765.

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

Council of Science Editors:

Barbosa AMdS. Um projeto de leitura com recursos educativos digitais: uma sequência didática para o 3.º ano de escolaridade. [Thesis]. RCAAP; 2016. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1765

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

9. Melo, Daniela Medeiros. A Integração de recursos educativos digitais no ensino da gramática.

Degree: 2017, RCAAP

Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico apresentado na Escola Superior de… (more)

Subjects/Keywords: RED; Ensino; Aprendizagem; Gramática; TPACK; Laboratório gramatical; RED; Teaching; Learning; Grammar; TPACK; Grammar lab

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

APA (6th Edition):

Melo, D. M. (2017). A Integração de recursos educativos digitais no ensino da gramática. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1790

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):

Melo, Daniela Medeiros. “A Integração de recursos educativos digitais no ensino da gramática.” 2017. Thesis, RCAAP. Accessed June 22, 2018. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1790.

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

MLA Handbook (7th Edition):

Melo, Daniela Medeiros. “A Integração de recursos educativos digitais no ensino da gramática.” 2017. Web. 22 Jun 2018.

Vancouver:

Melo DM. A Integração de recursos educativos digitais no ensino da gramática. [Internet] [Thesis]. RCAAP; 2017. [cited 2018 Jun 22]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1790.

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

Council of Science Editors:

Melo DM. A Integração de recursos educativos digitais no ensino da gramática. [Thesis]. RCAAP; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1790

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


Karlstad University

10. Antonsson, Linda. Digitala verktyg i matematiken : En enkätstudie om hur lärare integrerar digitala verktyg i matematikundervisningen.

Degree: Mathematics and Computer Science (from 2013), 2017, Karlstad University

Digitala verktyg får en allt mer utbredd plats både i vår vardag som i skolan. Enligt skolverket används dock digitala verktyg sällan för att… (more)

Subjects/Keywords: digital tools; elementary school; mathematics education; middle school; TPACK; digitala verktyg; lågstadiet; matematikundervisning; mellanstadiet; TPACK; Natural Sciences; Naturvetenskap

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

APA (6th Edition):

Antonsson, L. (2017). Digitala verktyg i matematiken : En enkätstudie om hur lärare integrerar digitala verktyg i matematikundervisningen. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55435

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):

Antonsson, Linda. “Digitala verktyg i matematiken : En enkätstudie om hur lärare integrerar digitala verktyg i matematikundervisningen.” 2017. Thesis, Karlstad University. Accessed June 22, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55435.

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

MLA Handbook (7th Edition):

Antonsson, Linda. “Digitala verktyg i matematiken : En enkätstudie om hur lärare integrerar digitala verktyg i matematikundervisningen.” 2017. Web. 22 Jun 2018.

Vancouver:

Antonsson L. Digitala verktyg i matematiken : En enkätstudie om hur lärare integrerar digitala verktyg i matematikundervisningen. [Internet] [Thesis]. Karlstad University; 2017. [cited 2018 Jun 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55435.

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

Council of Science Editors:

Antonsson L. Digitala verktyg i matematiken : En enkätstudie om hur lärare integrerar digitala verktyg i matematikundervisningen. [Thesis]. Karlstad University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55435

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


Stockholm University

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

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 June 22, 2018. 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. 22 Jun 2018.

Vancouver:

Pascual RG. Integrering av digitala verktyg i undervisningen : En undersökning om matematiklärares upplevda kunskapsnivå av TPACK. [Internet] [Thesis]. Stockholm University; 2017. [cited 2018 Jun 22]. 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

12. 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 June 22, 2018. 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. 22 Jun 2018.

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 2018 Jun 22]. 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


University of Canterbury

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

Degree: Educational Studies and Leadership, 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 June 22, 2018. 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. 22 Jun 2018.

Vancouver:

Owusu KA. Assessing New Zealand high school science teachers' technological pedagogical content knowledge. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2018 Jun 22]. 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


RMIT University

14. 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 June 22, 2018. 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. 22 Jun 2018.

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 2018 Jun 22]. 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

15. 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 June 22, 2018. 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. 22 Jun 2018.

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 2018 Jun 22]. 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


Queensland University of Technology

16. 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 June 22, 2018. 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. 22 Jun 2018.

Vancouver:

Hoang NT. EFL teachers' perceptions and experiences of blended learning in a Vietnamese university. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2018 Jun 22]. 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

17. 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 June 22, 2018. 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. 22 Jun 2018.

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 2018 Jun 22]. 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

18. 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 (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 https://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 June 22, 2018. https://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. 22 Jun 2018.

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 2018 Jun 22]. Available from: https://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: https://digitalcommons.usu.edu/etd/3345


Northeastern University

19. Throop, Michael E. Introducing digital technology tools into a traditional liberal arts program: an exploratory case study.

Degree: EdD, School of Education, 2018, Northeastern University

 A liberal arts education prepares students for a successful career by providing the tools for critical thinking, performance in a team setting, and drawing awareness… (more)

Subjects/Keywords: digital pedagogy; blended learning; liberal arts; instructional technology; TPACK

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APA (6th Edition):

Throop, M. E. (2018). Introducing digital technology tools into a traditional liberal arts program: an exploratory case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281359

Chicago Manual of Style (16th Edition):

Throop, Michael E. “Introducing digital technology tools into a traditional liberal arts program: an exploratory case study.” 2018. Doctoral Dissertation, Northeastern University. Accessed June 22, 2018. http://hdl.handle.net/2047/D20281359.

MLA Handbook (7th Edition):

Throop, Michael E. “Introducing digital technology tools into a traditional liberal arts program: an exploratory case study.” 2018. Web. 22 Jun 2018.

Vancouver:

Throop ME. Introducing digital technology tools into a traditional liberal arts program: an exploratory case study. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2018 Jun 22]. Available from: http://hdl.handle.net/2047/D20281359.

Council of Science Editors:

Throop ME. Introducing digital technology tools into a traditional liberal arts program: an exploratory case study. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281359


Dublin City University

20. Horlescu, Alina. Rethinking world language teacher education TPACK for integration of digital literacies in the classroom.

Degree: School of Applied Language and Intercultural Studies, 2017, Dublin City University

 Studies indicate that many language teachers have a tendency to view language as an abstract linguistic system and are, therefore, hesitant to acknowledge new dimensions… (more)

Subjects/Keywords: Teaching; Education; Language; Digital Literacies; Language Teacher Education; TPACK; Machinima

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

APA (6th Edition):

Horlescu, A. (2017). Rethinking world language teacher education TPACK for integration of digital literacies in the classroom. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/22144/

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):

Horlescu, Alina. “Rethinking world language teacher education TPACK for integration of digital literacies in the classroom.” 2017. Thesis, Dublin City University. Accessed June 22, 2018. http://doras.dcu.ie/22144/.

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

MLA Handbook (7th Edition):

Horlescu, Alina. “Rethinking world language teacher education TPACK for integration of digital literacies in the classroom.” 2017. Web. 22 Jun 2018.

Vancouver:

Horlescu A. Rethinking world language teacher education TPACK for integration of digital literacies in the classroom. [Internet] [Thesis]. Dublin City University; 2017. [cited 2018 Jun 22]. Available from: http://doras.dcu.ie/22144/.

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

Council of Science Editors:

Horlescu A. Rethinking world language teacher education TPACK for integration of digital literacies in the classroom. [Thesis]. Dublin City University; 2017. Available from: http://doras.dcu.ie/22144/

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


University of Minnesota

21. Knapp, Wendy. The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom.

Degree: PhD, Education, Curriculum and Instruction, 2017, University of Minnesota

 THE IMPACT OF TPACK AND TEACHER TECHNOLOGY EFFICACY ON SOCIAL STUDIES TEACHERS’ USE OF TECHNOLOGY IN THE CLASSROOM Abstract Access to classroom technology and professional… (more)

Subjects/Keywords: Professional Development; Social Studies; Teacher; Technology Self-efficacy; TPACK

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APA (6th Edition):

Knapp, W. (2017). The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/193425

Chicago Manual of Style (16th Edition):

Knapp, Wendy. “The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom.” 2017. Doctoral Dissertation, University of Minnesota. Accessed June 22, 2018. http://hdl.handle.net/11299/193425.

MLA Handbook (7th Edition):

Knapp, Wendy. “The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom.” 2017. Web. 22 Jun 2018.

Vancouver:

Knapp W. The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2018 Jun 22]. Available from: http://hdl.handle.net/11299/193425.

Council of Science Editors:

Knapp W. The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/193425

22. Åhlander, Lotta. Matematikundervisning med digitala verktyg : Hur elever upplever undervisning och lärande med digitala verktyg.

Degree: Educational Work, 2018, Dalarna University

Hur kan man undervisa med det digitala verktyget Excel inom matematiken på ett effektivt sätt? Forskningens teorier visar att för att lyckas måste undervisningen… (more)

Subjects/Keywords: Matematikundervisning; digitala verktyg; Excel; TPACK; orkestrering; motivation; Pedagogical Work; Pedagogiskt arbete

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APA (6th Edition):

Åhlander, L. (2018). Matematikundervisning med digitala verktyg : Hur elever upplever undervisning och lärande med digitala verktyg. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-26994

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):

Åhlander, Lotta. “Matematikundervisning med digitala verktyg : Hur elever upplever undervisning och lärande med digitala verktyg.” 2018. Thesis, Dalarna University. Accessed June 22, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26994.

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

MLA Handbook (7th Edition):

Åhlander, Lotta. “Matematikundervisning med digitala verktyg : Hur elever upplever undervisning och lärande med digitala verktyg.” 2018. Web. 22 Jun 2018.

Vancouver:

Åhlander L. Matematikundervisning med digitala verktyg : Hur elever upplever undervisning och lärande med digitala verktyg. [Internet] [Thesis]. Dalarna University; 2018. [cited 2018 Jun 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-26994.

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

Council of Science Editors:

Åhlander L. Matematikundervisning med digitala verktyg : Hur elever upplever undervisning och lärande med digitala verktyg. [Thesis]. Dalarna University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-26994

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


Clemson University

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

APA (6th Edition):

Chewning, R. (2015). Secondary English Teachers Dispositions Toward Technology Integration in One-to-One Environments. (Doctoral Dissertation). Clemson University. Retrieved from https://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 June 22, 2018. https://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. 22 Jun 2018.

Vancouver:

Chewning R. Secondary English Teachers Dispositions Toward Technology Integration in One-to-One Environments. [Internet] [Doctoral dissertation]. Clemson University; 2015. [cited 2018 Jun 22]. Available from: https://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: https://tigerprints.clemson.edu/all_dissertations/1569


Edith Cowan University

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

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 June 22, 2018. 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. 22 Jun 2018.

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 2018 Jun 22]. 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


University of Hawaii – Manoa

25. Eichelberger, Ariana. The Influence of Faculty Beliefs on Online Teaching.

Degree: 2017, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2015.

The purpose of this mixed-method, explanatory sequential multiple case study was to understand how the beliefs of college… (more)

Subjects/Keywords: Online Teaching; Faculty Beliefs; Digital Natives; Colleagues; TPACK

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

APA (6th Edition):

Eichelberger, A. (2017). The Influence of Faculty Beliefs on Online Teaching. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/50968

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):

Eichelberger, Ariana. “The Influence of Faculty Beliefs on Online Teaching.” 2017. Thesis, University of Hawaii – Manoa. Accessed June 22, 2018. http://hdl.handle.net/10125/50968.

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

MLA Handbook (7th Edition):

Eichelberger, Ariana. “The Influence of Faculty Beliefs on Online Teaching.” 2017. Web. 22 Jun 2018.

Vancouver:

Eichelberger A. The Influence of Faculty Beliefs on Online Teaching. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2018 Jun 22]. Available from: http://hdl.handle.net/10125/50968.

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

Council of Science Editors:

Eichelberger A. The Influence of Faculty Beliefs on Online Teaching. [Thesis]. University of Hawaii – Manoa; 2017. Available from: http://hdl.handle.net/10125/50968

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


Liberty University

26. Towne, Travis. Exploring the Phenomenon of Secondary Teachers Integrating the LMS Canvas in a Blended-Learning Course.

Degree: 2018, Liberty University

 Online learning has become fully ingrained within the educational environment and extensive LMS use in higher education settings is challenging secondary education institutions to keep… (more)

Subjects/Keywords: Canvas; Learning Management System; LMS; Technology Acceptance; TPACK; UTAUT; Education

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

APA (6th Edition):

Towne, T. (2018). Exploring the Phenomenon of Secondary Teachers Integrating the LMS Canvas in a Blended-Learning Course. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1688

Chicago Manual of Style (16th Edition):

Towne, Travis. “Exploring the Phenomenon of Secondary Teachers Integrating the LMS Canvas in a Blended-Learning Course.” 2018. Doctoral Dissertation, Liberty University. Accessed June 22, 2018. http://digitalcommons.liberty.edu/doctoral/1688.

MLA Handbook (7th Edition):

Towne, Travis. “Exploring the Phenomenon of Secondary Teachers Integrating the LMS Canvas in a Blended-Learning Course.” 2018. Web. 22 Jun 2018.

Vancouver:

Towne T. Exploring the Phenomenon of Secondary Teachers Integrating the LMS Canvas in a Blended-Learning Course. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2018 Jun 22]. Available from: http://digitalcommons.liberty.edu/doctoral/1688.

Council of Science Editors:

Towne T. Exploring the Phenomenon of Secondary Teachers Integrating the LMS Canvas in a Blended-Learning Course. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1688


University of Southern California

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

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/6369

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 June 22, 2018. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/121519/rec/6369.

MLA Handbook (7th Edition):

McGuire, Michelle S. “Technology as a tool: uses in differentiated curriculum and instruction for gifted learners.” 2012. Web. 22 Jun 2018.

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 2018 Jun 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/121519/rec/6369.

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/6369

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

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 June 22, 2018. 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. 22 Jun 2018.

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 2018 Jun 22]. 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

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

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 June 22, 2018. 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. 22 Jun 2018.

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 2018 Jun 22]. 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

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

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 June 22, 2018. 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. 22 Jun 2018.

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 2018 Jun 22]. 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

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