Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (27)
- Educational Technology (21)
- Instructional Media Design (17)
- Curriculum and Instruction (14)
- Science and Mathematics Education (7)
-
- Other Teacher Education and Professional Development (6)
- Educational Leadership (5)
- Educational Methods (5)
- Elementary Education and Teaching (5)
- Higher Education (5)
- Secondary Education and Teaching (5)
- Secondary Education (4)
- Educational Assessment, Evaluation, and Research (3)
- Elementary Education (3)
- Junior High, Intermediate, Middle School Education and Teaching (3)
- Social and Behavioral Sciences (3)
- Bilingual, Multilingual, and Multicultural Education (2)
- Educational Administration and Supervision (2)
- Educational Psychology (2)
- Higher Education and Teaching (2)
- Leadership Studies (2)
- Other Education (2)
- Physical Sciences and Mathematics (2)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (2)
- Scholarship of Teaching and Learning (2)
- Special Education and Teaching (2)
- Artificial Intelligence and Robotics (1)
- Business (1)
- Communication (1)
- Institution
-
- Walden University (16)
- Duquesne University (7)
- Boise State University (3)
- Kennesaw State University (3)
- Northern Illinois University (3)
-
- Old Dominion University (3)
- University of Kentucky (3)
- University of South Carolina (3)
- Brigham Young University (2)
- Gardner-Webb University (2)
- Syracuse University (2)
- University of Nevada, Las Vegas (2)
- University of Texas at El Paso (2)
- Western University (2)
- Butler University (1)
- City University of New York (CUNY) (1)
- Clemson University (1)
- Edith Cowan University (1)
- Illinois State University (1)
- Loyola University Chicago (1)
- Marshall University (1)
- Mississippi State University (1)
- The University of Southern Mississippi (1)
- UMass Global (1)
- University of Massachusetts Amherst (1)
- University of South Florida (1)
- University of Southern Maine (1)
- University of Tennessee, Knoxville (1)
- University of Texas at Tyler (1)
- Utah State University (1)
- Publication Year
- Publication
-
- Walden Dissertations and Doctoral Studies (16)
- Theses and Dissertations (8)
- Electronic Theses and Dissertations (7)
- Dissertations (5)
- Boise State University Theses and Dissertations (3)
-
- Graduate Research Theses & Dissertations (3)
- Dissertations - ALL (2)
- Doctoral Dissertations (2)
- Education Dissertations and Projects (2)
- Open Access Theses & Dissertations (2)
- Teaching & Learning Theses & Dissertations (2)
- The Dissertation in Practice at Western University (2)
- Theses and Dissertations--Education Sciences (2)
- UNLV Theses, Dissertations, Professional Papers, and Capstones (2)
- All Dissertations (1)
- All Graduate Theses and Dissertations, Spring 1920 to Summer 2023 (1)
- All Student Scholarship (1)
- Dissertations, Theses, and Capstone Projects (1)
- Doctor of Education in Instructional Technology Dissertations (1)
- Human Resource Development Theses and Dissertations (1)
- Masters Theses (1)
- STEMPS Theses & Dissertations (1)
- Theses and Dissertations--Educational Leadership Studies (1)
- Theses, Dissertations and Capstones (1)
- Theses: Doctorates and Masters (1)
- USF Tampa Graduate Theses and Dissertations (1)
- Undergraduate Honors Thesis Collection (1)
- Wayne State University Dissertations (1)
- West Chester University Doctoral Projects (1)
Articles 61 - 73 of 73
Full-Text Articles in Education
Secondary English Teachers Dispositions Toward Technology Integration In One-To-One Environments, Reed Chewning
Secondary English Teachers Dispositions Toward Technology Integration In One-To-One Environments, Reed Chewning
All Dissertations
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 technologies for instructional purposes. Thirty-nine teachers from three high school English departments in their initial year of a one-to-one device implementation participated in this study. Qualitative and quantitative data were collected and analyzed to examine how high school English teachers define technology integration and to examine if teacher beliefs informs technology integration practices. Quantitative data included the use of the TPACK formative assessment tool and an instructional technology use survey. Qualitative data included open-ended survey …
Mobile Professional Development: Taxonomic Levels Of Learning On Teachers' Tpack Perceptions And Acquisition Of Technology Competencies, Raul Saldana Jr.
Mobile Professional Development: Taxonomic Levels Of Learning On Teachers' Tpack Perceptions And Acquisition Of Technology Competencies, Raul Saldana Jr.
Open Access Theses & Dissertations
As it stands, the integration of technology can be advantageous for teachers, students, administrators, and parents, yet teachers are expected to teach and facilitate learning with new technologies in order to prepare students to succeed in a global economy. As the Part D of the Enhancing Education Through Technology Act of 2001 (Part D - Enhancing Education Through Technology, n.d) states, one of its purposes is to "enhance ongoing professional development of teachers, principals, and administrators by providing constant access to training and updated research in teaching and learning through electronic means," one of its goals is to "encourage effective …
Perceptions Of High School Teachers On Integrating Technology Following Professional Development, Charnice Starks Ray
Perceptions Of High School Teachers On Integrating Technology Following Professional Development, Charnice Starks Ray
Walden Dissertations and Doctoral Studies
Teachers integrate technology to make the learning environment interactive and appealing to students. The purpose of this qualitative case study was to explore perceptions of teachers at one high school working to integrate technology into instruction following participation in professional development. Guided by Dewey's constructivist theory and Mishra and Koehler's technological pedagogical content knowledge model, this study explored teachers' perceptions of pedagogy and technology integration following participation in professional development and the strategies they used to overcome barriers to integrating technology. Twelve purposefully selected high school teachers from English, social studies, mathematics, science, electives, health education, and special education provided …
Learning By Design: Technology Preparation For "Digital Native" Preservice Teachers, Liangyue Lu
Learning By Design: Technology Preparation For "Digital Native" Preservice Teachers, Liangyue Lu
Dissertations - ALL
Effective technology integration in teaching requires teachers to construct technological pedagogical content knowledge (TPACK). To help teachers develop TPACK, the learning environment must address the situated nature and complex interplay of technology, pedagogy and content. Learning By design (LBD) has been proposed as one promising instructional model to create such a learning environment. To explore effective and theory-grounded technology instruction for digital native preservice teachers, an LBD environment was designed, developed and implemented in a technology integration course for preservice teachers. Using design-based research methodologies, this dissertation research study is intended to explore whether LBD is effective in helping digital …
Teaching To The Technological Demands Of The 21st-Century Classroom, Michelle Trainor
Teaching To The Technological Demands Of The 21st-Century Classroom, Michelle Trainor
Undergraduate Honors Thesis Collection
Learners of the 21st century are met with the need to collaborate, problem solve, critically think, and synthesize various sources of information. Simultaneously, teachers and learners are expected to utilize rapidly evolving digital technologies as tools to make teaching and learning more effective. As digital technologies become increasingly prominent in K-12 classrooms, the question becomes: in what ways are preservice teachers learning to teach to the technological demands of the 21st-century classroom? Dr. Punya Mishra and Dr. Matthew J Koehler of Michigan State University propose the Technological Pedagogical Content Knowledge (TPACK) framework as a means for effective technology …
Enhancing Teaching And Learning Through Ipad Integration In A Clinic-~Based Literacy Course, Kyle F. Kaalberg
Enhancing Teaching And Learning Through Ipad Integration In A Clinic-~Based Literacy Course, Kyle F. Kaalberg
UNLV Theses, Dissertations, Professional Papers, and Capstones
A re-conceptualized clinic-based literacy methods course offered the opportunity to engage participants with digital media, i.e., iPads, as a part of reading and writing instruction. This multiple case study highlights the experiences of those involved with the course: two instructors, 18 teacher candidates, and the 18 elementary tutees who received literacy tutoring. Framed through a new literacies perspective and TPACK framework, the study focused on teacher candidates' use of iPads with their literacy instruction of elementary tutees, tutees' learning experiences, and the ways in which course instructors' TPACK was influenced.
Data collection involved multiple case study methodology (Merriam, 1998; Yin, …
Investigation Of The Development Of Educational Ict Courses On Pre-Service Teachers’ Education Curricula, Sayuri Kojima
Investigation Of The Development Of Educational Ict Courses On Pre-Service Teachers’ Education Curricula, Sayuri Kojima
Masters Theses
Considering the 21st - century children’s characteristics and needs, teachers need to realize the importance and necessity of educational technology integration, and understand how to use technology to facilitate student-centered instruction and achieve meaningful outcomes. Also, teacher education colleges need to provide pre-service teachers with practical activities using educational technologies prior to their teaching career. This will encourage new generation learners to learn with technology.
This study was conducted at a national university in Japan with 67 pre-service teacher participants. The five central research questions of this study were specifically focused assessing the course takers’ learning expectations in educational …
Mixing The Emic And Etic Perspectives: A Study Exploring Development Of Fixed-Answer Questions To Measure In-Service Teachers' Technological Pedagogical Content Knowledge, M. Brooke Robertshaw
Mixing The Emic And Etic Perspectives: A Study Exploring Development Of Fixed-Answer Questions To Measure In-Service Teachers' Technological Pedagogical Content Knowledge, M. Brooke Robertshaw
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The purpose of this dissertation study was to develop fixed-answer questions to measure teachers' technological pedagogical content knowledge when teaching with online learning resources. Technological pedagogical content knowledge (TPACK) is a framework to describe the kind of knowledge that teachers use when they are teaching with technology. Online learning resources include text, video, images, and interactive websites that teachers can use to help teach subject matter to their students. Fixed-answer questions are the kinds of questions found on standardized tests like the SAT, and tests that K-12 students take as a part of state and national testing. Many measures have …
Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology, Margo Fryling
Bridging The Divide: Second Language Teachers, Pedagogy, Content Knowledge, And Technology, Margo Fryling
Wayne State University Dissertations
Abstract
This study examines the use of technology, pedagogy and content knowledge with second language teachers, and comparing Title 1 and non Title 1 schools. Technology can be used to provide unique learning opportunities for second language learners. Second language students can benefit from technology by practicing skills, increasing motivation, providing authentic materials, creating interaction between students, teachers and peers, creating individual learning, encouraging global understanding and increasing communication in safe ways (Lai & Kritsonsis, 2006). Although technology shows promise for increasing second language student achievement, students continue to have varied access at home, perpetuating the digital divide that was …
The Effect Of Instructional Methodology On Pre-Service Educators' Level Of Technological Pedagogical Content Knowledge, Shannon Haley-Mize
The Effect Of Instructional Methodology On Pre-Service Educators' Level Of Technological Pedagogical Content Knowledge, Shannon Haley-Mize
Dissertations
Technological Pedagogical Content Knowledge (TPACK) is presented by Mishra and Koehler (2006) as a form of complex, situated knowledge that is a prerequisite to seamless and successful technology integration into educational spaces. This form of knowledge is believed necessary for technology use to transform classrooms into vibrant, collaborative spaces that build 21st century skills – a transformation that has been elusive in K-16 spaces. Preservice education programs are poised to develop this type of knowledge in future teachers to contribute to the development of educators that can act as change agents. This study used a quasi-experimental, pre/post-test design to …
Investigating The Reliability And Construct Validity Of A Measure Of Preservice Teachers' Self-Efficacy For Tpack, Nicolette Michelle Smith
Investigating The Reliability And Construct Validity Of A Measure Of Preservice Teachers' Self-Efficacy For Tpack, Nicolette Michelle Smith
Theses and Dissertations
The TPACK framework is becoming increasingly pervasive in teacher education. Researchers and practitioners have been seeking reliable and valid ways to measure the constructs associated with the TPACK framework. This study describes the results of both an item review and the reliability and construct validity investigation of the scores from an instrument measuring self-efficacy for the constructs in the TPACK framework. Content-matter experts and the literature were used in order to perform the item review, while both an exploratory and a confirmatory factor analysis were performed in order to assess construct validity. Cronbach's alpha and Raykov's rho were used to …
Creating And Validating An Instrument To Measure Middle School Mathematics Teachers’ Technological Pedagogical Content Knowledge (Tpack), Geri A. Landry
Creating And Validating An Instrument To Measure Middle School Mathematics Teachers’ Technological Pedagogical Content Knowledge (Tpack), Geri A. Landry
Doctoral Dissertations
Due to the pervasiveness of technology, the role and preparation of teachers as they strategically use technology for teaching mathematics needs to be examined. Technological pedagogical content knowledge (TPACK) is a framework for knowledge as teachers develop meaningful learning experiences for their students while integrating strategic use of technology (Mishra & Koehler, 2006). The purpose of this study was to develop a survey for measuring mathematics teachers’ Mathematical Technological Pedagogical Content Knowledge (M-TPACK). The survey measures the domains of mathematics content, pedagogy and technology. This mixed methods study first examined middle school mathematics teachers’ TPACK through the use of an …
A Conceptual Analysis Of Technological Pedagogical Content Knowledge, Susan Marie Cox
A Conceptual Analysis Of Technological Pedagogical Content Knowledge, Susan Marie Cox
Theses and Dissertations
This dissertation reports the results of a conceptual analysis of the technological pedagogical content knowledge (TPACK) framework, particularly its component constructs of technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK (the central component of the framework listed earlier). First, a technical use analysis reveals how existing research has defined and exemplified the constructs. Next, interviews with leading TPACK researchers further refine the constructs. The dissertation then reports cases that illustrate each of the constructs and the boundaries between them. The conceptual analysis results in an elaborated model of the TPACK framework, focusing on the essential features of each …