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You searched for subject:(TPACK). Showing records 1 – 30 of 115 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 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 February 20, 2018. 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. 20 Feb 2018.

Vancouver:

Fryling M. Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2018 Feb 20]. 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 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 February 20, 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. 20 Feb 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 Feb 20]. 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


University of California – San Diego

3. 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 February 20, 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. 20 Feb 2018.

Vancouver:

Weatherford B. The Preparation of Preservice Teachers for Integrative Technology Use. [Internet] [Thesis]. University of California – San Diego; 2015. [cited 2018 Feb 20]. 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

4. -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 February 20, 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. 20 Feb 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 Feb 20]. 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 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 February 20, 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. 20 Feb 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 Feb 20]. 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 February 20, 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. 20 Feb 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 Feb 20]. 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 February 20, 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. 20 Feb 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 Feb 20]. 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 February 20, 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. 20 Feb 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 Feb 20]. 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 (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 February 20, 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. 20 Feb 2018.

Vancouver:

Melo DM. A Integração de recursos educativos digitais no ensino da gramática. [Internet] [Thesis]. RCAAP; 2017. [cited 2018 Feb 20]. 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


Stockholm University

10. 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 February 20, 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. 20 Feb 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 Feb 20]. 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

11. 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 February 20, 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. 20 Feb 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 Feb 20]. 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

12. 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 (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 February 20, 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. 20 Feb 2018.

Vancouver:

Owusu KA. Assessing New Zealand high school science teachers' technological pedagogical content knowledge. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2018 Feb 20]. 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

13. 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 February 20, 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. 20 Feb 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 Feb 20]. 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

14. 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 February 20, 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. 20 Feb 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 Feb 20]. 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

15. 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 February 20, 2018. 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. 20 Feb 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 Feb 20]. 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

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 February 20, 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. 20 Feb 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 Feb 20]. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 February 20, 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. 20 Feb 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 Feb 20]. 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


Clemson University

18. 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 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 February 20, 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. 20 Feb 2018.

Vancouver:

Chewning R. Secondary English Teachers Dispositions Toward Technology Integration in One-to-One Environments. [Internet] [Doctoral dissertation]. Clemson University; 2015. [cited 2018 Feb 20]. 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

19. 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 February 20, 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. 20 Feb 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 Feb 20]. 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

20. 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 (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 February 20, 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. 20 Feb 2018.

Vancouver:

Eichelberger A. The Influence of Faculty Beliefs on Online Teaching. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2018 Feb 20]. 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

21. 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 February 20, 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. 20 Feb 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 Feb 20]. 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

22. 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 February 20, 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. 20 Feb 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 Feb 20]. 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

23. 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 February 20, 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. 20 Feb 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 Feb 20]. 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

24. 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 February 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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


Oklahoma State University

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

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 February 20, 2018. 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. 20 Feb 2018.

Vancouver:

Stewart J. Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge in Oklahoma Agricultural Education Teachers. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2018 Feb 20]. 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


Utah State University

26. 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 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 February 20, 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. 20 Feb 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 Feb 20]. 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

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

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 February 20, 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. 20 Feb 2018.

Vancouver:

Åhlander L. Matematikundervisning med digitala verktyg : Hur elever upplever undervisning och lärande med digitala verktyg. [Internet] [Thesis]. Dalarna University; 2018. [cited 2018 Feb 20]. 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

28. 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 February 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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/ ;

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

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 February 20, 2018. http://tampub.uta.fi/handle/10024/99929.

MLA Handbook (7th Edition):

Laaksonen, Inkeri. “Avaimia huomiseen? Aikuisopettajien käsityksiä ilmiöstä opettajuus ja teknologia .” 2016. Web. 20 Feb 2018.

Vancouver:

Laaksonen I. Avaimia huomiseen? Aikuisopettajien käsityksiä ilmiöstä opettajuus ja teknologia . [Internet] [Doctoral dissertation]. U of Tampere : Diss; 2016. [cited 2018 Feb 20]. 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

30. 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 February 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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

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