Search results for tpack
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Margaret Niess
Oregon State University
Margaret (Maggie) L. Niess is Professor Emeritus of Mathematics Education at Oregon State University. Her research focuses on integrating technology in teaching science and mathematics and the knowledge teachers require for integrating technologies in their teaching –TPACK. She has authored multiple peer-reviewed journals and chapters including multiple teacher preparation books. She directed the design, implementation, and evaluation of an online Master of Science degree program for K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Her research from this program explores the effectiveness of social metacognitive constructivist learning trajectory in online graduate coursework. Currently, she is an external evaluator for the online Post Baccalaureate Computer Science program to guide the instructors in implementing learner-centered, active learning online instructional strategies. She was lead editor on the IGI Handbook of Research on Teacher Education in the Digital Age (2015) and lead editor on the IGI Handbook of Research on Mathematics Teacher Education in the Digital Age (2016). She has chaired multiple committees for the Association of Mathematics Teacher Educators (AMTE), recently served as the program chair and chair American Educational Research Association’s SIG-TACTL (Technology as a Change Agent in Teaching and Learning).
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Mamta Shah
Drexel University School of Education
Mamta Shah is a postdoctoral scholar of Learning Technologies in the School of Education at Drexel University in Philadelphia, PA. She teaches and conducts research on the theoretical and practical applications of teaching, learning, and assessing with digital environments such as games, in different settings including schools, workplaces, informal, and online environments. Ms. Shah’s professional work focuses on advancing our understanding of developing and assessing the knowledge of educators’ (pre-service and in-service teachers, adult educators, teacher educators) and professionals in varied learning contexts in adopting digital environments to augment their practice. Through model development and testing, analysis of the cognitive and pedagogic affordances of digital environments, teacher professional development in online and face-to-face settings, and a focus on integrating immersive and interdisciplinary digital environments using an ecological approach, Mamta concentrates on supporting teaching and learning with digital environments across the K-adult education spectrum for developing interdisciplinary knowledge and skills and motivation to learn. Dr. Shah’s background is in learning technologies, educational leadership, and human development. Her professional agenda has emerged from both her research and life experiences growing up in Mumbai (India), and studying and living in Philadelphia. She has published book chapters and journal articles about technology and learning. She participates in organizations and academic societies related to technology and learning in varied capacities. She was recently selected to participate in the AERA Division C (Learning and Instruction) New Faculty Mentoring Program at the (upcoming) 2016 Annual Meeting of the American Educational Research Association in Washington D.C. She serves as the co-chair for the TPACK SIG in SITE from 2016-2018.
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Measuring TPACK: Part 2
Joke Voogt; Punya Mishra; Ann Thompson; Denise Crawford; Wei Wang; Dale Niederhauser; Petra Fisser; Jo Tondeur; Johan van Braak; Ayoub Kafyulilo; Douglas Agyei
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2484–2487
Abstract: This symposium discusses several ways in which (pre-service) teachers’ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the...
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TPACK Growth at a Distance
Kathryn S. Lee; Yungwei Hao; Shaunna Smith
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 382–387
As part of a larger mixed methods study, this paper is reporting on the TPACK development of twelve graduate students enrolled in a teaching methods distance learning course at a large southwestern university in Texas. The TPACK survey was...
Topics: Distance Education, Teaching Methods, Distance/Flexible Education
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MOOCs, Communities and Distributed TPACK
Paolo Paolini; Nicoletta DI Blas; Aldo Torrebruno
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3364–3369
This paper is about TPACK as a model for explaining the dynamics and informing the design of innovative, ICT-based, educational experiences. The main thesis is that the TPACK model, in its more advanced versions, provides the necessary concepts to...
Topics: New Possibilities with Information Technology Education, Digital Storytelling/Video, Technological, Pedagogical Content Knowledge (TPACK)
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TPACK as shared, distributed knowledge
Hæge Nore; Kirsti L. Engelien; Monica Johannesen
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3920–3925
This article is summing up experiences from five years of Learning Networks established to facilitate the implementation of basic skills in all subjects and on all levels of primary and secondary education in Norway. Among the basic skills is...
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An International Investigation of TPACK
Petrea Redmond; Yehuda Peled
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3384–3389
Effective technology integration requires knowledge and skills of three key interdependent knowledge areas: pedagogical content knowledge, technology content knowledge and technological pedagogical knowledge. At the intersection of all these...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Development of the TTF TPACK Survey Instrument
Romina Jamieson-Proctor; Peter Albion; Glenn Finger; Rob Cavanagh; Robert Fitzgerald; Trevor Bond; Peter Grimbeek
Australian Educational Computing Vol. 27, No. 3 (2013) pp. 26–35
One of the major outcomes from the national Teaching Teachers for the Future (TTF) Project in 2011 was the development and statistical validation of a survey instrument to measure the Technological Pedagogical Content Knowledge (TPACK) of pre...
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Learning by Design: TPACK in Action
Liangyue Lu; Laurene Johnson; Leigh Tolley; Theresa Gilliard-Cook; Jing Lei
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4388–4395
Effective technology integration requires teachers to construct technological pedagogical content knowledge (TPACK). To help teachers develop TPACK, Learning by Design (LBD) is one promising instructional model for creating such a learning...
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Unpacking TPACK: TPK Characteristics Supporting Successful Implementation
Candace Figg; Kamini Jaipal
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4069–4073
Competent teachers foster meaningful learning when they demonstrate the ability to connect subject matter content and pedagogical processes in ways that promote effective student learning in that content area. Using the TPCK model proposed by...
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What Is Technological Pedagogical Content Knowledge (TPACK)?
Mathew J. Koehler; Punya Mishra; William Cain
Journal of Education Vol. 193, No. 3 (2013) pp. 13–19
This paper describes TPACK, technological pedagogical content knowledge (originally TPCK), a teacher knowledge framework for technology integration that builds on Lee S. Shulman's construct of pedagogical content knowledge to include technology...
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Explicitly Addressing TPACK in Preservice Teacher Curriculum
Mia Kim Williams; Keith Wetzel; Teresa Foulger; Todd Kisicki; Lisa Giacumo
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4429–4434
What does TPACK look like in preservice teacher preparation programs? This project explores candidates’ knowledge and experiences after participation in a TPACK-focused learning unit. This research uses mixed methods of survey data, interview and...
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TPACK and Technology Using Teacher Assessment Practices
Lara Ervin
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4239–4243
This study seeks to add to the body of research around the TPACK framework through an investigation into the current practices of self-identified technology-using teachers. The research will focus on how these teachers use technology to assess...
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An Elaborated Model of the TPACK Framework
Susan Cox; Charles Graham
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4042–4049
The introduction of the TPACK Framework has facilitated new and more rigorous study of teachers’ knowledge and use of technology in the classroom. However, the community interested in TPACK is still striving to develop a common understanding of what ...
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Mathematics Teacher TPACK Standards and Development Model
Margaret L. Niess; Robert N. Ronau; Kathryn G. Shafer; Shannon O. Driskell; Suzanne R. Harper; Christopher Johnston; Christine Browning; S. Asli Özgün-Koca; Gladis Kersaint
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 4–24
What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and...
Topics: Educational Technology, Preservice Teacher Education, Professional Development, Mathematics, Teachers
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What is Technological Pedagogical Content Knowledge (TPACK)?
Matthew Koehler; Punya Mishra
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 60–70
This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee...
Topics: Teaching Methods, Teachers, Educational Technology, Professional Development, Curriculum
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Open Educational Resources (OERs) for TPACK Development
Mark Hofer; Judi Harris
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2872–2877
We have developed customizable, modularized, TPACK-based online short courses that are designed to help elementary and secondary preservice teachers learn to plan technologically enhanced, curriculum-based lessons, projects, and units. We offer...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Teachers' Rationale as Evidence of TPACK
Kimberly McCollum; Jered Borup; Charles Graham
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4408–4410
This presentation will describe the methodology of and report on the results from a study investigating pre-service teachers' rationale when making decisions about technology-enhanced lessons. The presenters will argue that the reasoning used by...
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A TPACK Development Model with Specified Constructs
Derya Baser; M. Yasar Ozden
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5012–5015
The purpose of this study to explore what preservice foreign language teachers perceive as the required knowledge and skills for successful technology integration. The study aims to identify specific knowledge types that are necessary for technology ...
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SITE Input for Mathematics TPACK Standards
Kathryn Shafer; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) p. 4541
This panel continues a task started at the Association of Mathematics Teacher Educators' 2008 annual conference, in which the technology committee began work on the development of TPCK standards for mathematics education. The goal is a set of...
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TPACK: A Framework for the CITE Journal
Glen Bull; Lynn Bell
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 1–3
During the same era in which this concept was being articulated, several teacher educator content associations and educational technology associations formed a collaborative organization. The participating representatives possessed a common belief...
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Refining TPACK Rubric through Online Lesson Plans
Mete Akcaoglu; Kristen Kereluik; Greg Casperson
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4260–4264
The purpose of this research study was twofold. First, we sought to refine a rubric originally created to assess the pre-service teachers' TPACK. Second and in doing the first, we sought to assess lesson plans created by leading technology companies ...
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The Validation of an Instrument Measuring TPACK
Nicolette Burgoyne; Charles R. Graham; Richard Sudweeks
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3787–3794
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 paper describes the development...
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Preservice Secondary Mathematics Teachers’ Beliefs and TPACK
Somin Kim
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2528–2530
This study examines four preservice secondary mathematics teachers’ beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology, and their technological pedagogical content knowledge (TPACK). For this study, ...
Topics: mathematics education, Technological, Pedagogical Content Knowledge (TPACK)
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Measuring TPACK in Vietnam: Issues still remain
Kathy Jordan; Huong Dinh; Jennifer Elsden-Clifton
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 851–856
Abstract: In recent times, there has been a lot of research interest in the TPACK framework particularly in the United States and Australia, which seeks to explain the knowledge that teachers need to integrate ICT into practice (Abbitt 2011....
Topics: Implementation Experiences, improving classroom teaching
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TPACK Teacher Preparation for Elementary Education
Mark Warner
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3126–3133
This paper presentation demonstrates how TPACK and problem-based learning are woven in the fabric of a successful teacher preparation course final project. As a final project, elementary education content area pedagogy students are required to work...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Preservice Teachers + Pinterest = TPACK in Action
Paulette Stefanick; Debbie VanOverbeke
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3434–3437
This survey research study investigated the development of Pinterest boards by preservice teachers for use in math and reading methods courses and accompanying field experiences. After completing the Pinterest activities, 39 (34 females, 5 males)...
Topics: English Education, Technological, Pedagogical Content Knowledge (TPACK), mathematics education
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Investigating In-Service Teachers' Workplace TPACK Development
Michael Phillips
Australian Educational Computing Vol. 28, No. 2 (2013) pp. 21–31
Technological, pedagogical and content knowledge (TPACK) provides a theoretical lens which attempts to identify the nature of knowledge required by teachers for technology integration in their teaching. While there have been hundreds of studies that ...
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Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model
Syh-Jong Jang; Meng-Fang Tsai
Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)
Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research...
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National Technology Leadership Coalition TPACK Initiative: Illustrating TPACK through Video-based Teaching Cases
Mike Searson; David Slykhuis; John Lee; Mark Hofer; Glen Bull
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) p. 5095
SITE is collaborating with peer associations in the National Technology Leadership Coalition (NTLC) to develop video-based teaching cases illustrating effective use of TPACK. Participating associations developing pilot teaching cases include the...
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Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures?
Aaron Drummond; Trudy Sweeney
British Journal of Educational Technology Vol. 48, No. 4 (June 2017) pp. 928–939
In recent years, approaches to developing teacher competency in technology integration have moved away from an over emphasis on technological knowledge, to focus on the essential connections between technology, pedagogy and content knowledge (TPACK) ...
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Exploring Relationships among TPACK Components and Development of the TPACK Instrument
Sonmez Pamuk; Mustafa Ergun; Recep Cakir; H Bayram Yilmaz; Cemalettin Ayas
Education and Information Technologies Vol. 20, No. 2 (June 2015) pp. 241–263
Educators' interest in technological pedagogical content knowledge (TPACK) has been increasing. In parallel with implementations of TPACK-based activities taking place in different settings, efforts for assessing effectiveness of those activities...
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Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Survey (TCS)
Peter Albion; Romina Jamieson-Proctor; Glenn Finger
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3772–3779
This chapter describes the construction and validation of an instrument to measure teachers’ Technological Pedagogical Content Knowledge (TPACK). The TPACK Confidence Survey (TCS) contains scales that measure teachers’ attitudes toward using ICT;...
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The TPACK Teacher Game: Gamifying Technological Pedagogical and Content Knowledge (TPACK)
Candace Figg; Kamini Jaipal Jamani; Katia Ciampa
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2496–2500
The TPACK Teacher Game is an online game that applies game mechanics to course textbook materials in order to explicitly teach the TPACK knowledge needed for effective technology enhanced teaching practice, specifically identified by the Framework...
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Teachers’ TPACK Competency Developed and Observed in EFL Classrooms: The Impact of TPACK-in-Action Workshops
Shu-Ju Diana Tai
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 49–56
The purpose of the study is to investigate how the TPACK-in-Action teacher education intervention that advocates the learning-by-doing approach contributes to the development of teachers' TPACK competency and how the competencies were adopted into...
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Internships and TPACK: The impact of student teaching on novice teachers' self-perceived TPACK.
Jason Trumble
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3086–3090
Preservice teacher education programs are the foundation of the future generations of teachers, and the pinnacle of beginning teacher training is the internship experience. A gap in educational literature exists in relation to the role of the...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Exploring the TPACK of Taiwanese Secondary School Science Teachers Using a New Contextualized TPACK Model
Syh-Jong Jang; Meng-Fang Tsai
Australasian Journal of Educational Technology Vol. 29, No. 4 (2013) pp. 566–580
Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing...
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Teaching Teachers TinkerPlots (v2): Achieving a TPACK Balance
Kathryn Shafer
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4881–4885
One of the challenges faced by mathematics teacher educators (when creating professional development opportunities) is attending to the specific needs of teachers who possess different strengths within the TPACK Framework. Since the TPACK Framework...
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Using the TPACK framework to unite disciplines in online learning
Alan Anderson; Nicholas Barham; Maria Northcote
Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)
This paper builds on a previous case study in which a group of lecturers from various disciplines were interviewed about their practice as facilitators of online learning. The lecturers' comments about their teaching practices revealed their...
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Technology Modeling Effects on Early Childhood Teachers Self-assessed TPACK
Hsueh-Hua Chuang; Chao-Ju Ho
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1438–1443
This study aimed to investigate the modeling effects from the teacher education programs on the in-service early childhood teachers self-assessed technological pedagogical content knowledge (TPACK). The five modeling of technology uses during...
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Leadership Needs to Develop TPACK Ready Teacher Candidates
Mary Herring; Pamela Redmond; Tommye Thomas; Barbara Combs; Sharon Smaldino; ADee Williams
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3599–3604
At the 2012 National Technology Leadership Summit, the AACTE Innovation and Technology committee met with deans and school leaders to wrestle with the “wicked problem” of changing school culture and practices to ensure that teacher candidates are...
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Coding Pre-Service Teacher Lesson Plans for TPACK
Kristen Kereluik; Greg Casperson; Mete Akcaoglu
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3889–3891
Technology is rapidly becoming a predominant force for education, and teachers now more than ever have nearly endless technological tools at their disposal. The specific role of technology in education is not always well understood or utilized to...
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Using Live Dual Modeling to Help Preservice Teachers Develop TPACK
Liangyue Lu; Jing Lei
Journal of Digital Learning in Teacher Education Vol. 29, No. 1 (2012) pp. 14–22
To help preservice teachers learn about teaching with technology--specifically, technological pedagogical content knowledge (TPACK)--the researchers designed and implemented a Live Dual Modeling strategy involving both live behavior modeling and...
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Mathematics Teacher TPACK Standards and Revising Teacher Preparation
Margaret Niess; Christine Browning; Shannon Driskell; Christopher Johnston; Rachel Harrington
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3588–3601
An overarching construct called TPACK has been proposed as the interconnection and intersection of technology, pedagogy and content knowledge. Mathematics Teacher TPACK Standards and a Mathematics Teacher TPACK Development Model are proposed for...
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Testing a TPACK-Based Technology Integration Observation Instrument
Mark Hofer; Neal Grandgenett; Judi Harris; Kathy Swan
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4352–4359
Teachers’ knowledge for technology integration – conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) – is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of...
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Distributed and Dynamic TPACK: Evidences from a (Large) Case Study
Nicoletta Di Blas; Paolo Paolini
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2815–2821
The concept of “distributed TPACK” (SITE 2014) suggests that “distributing the knowledge across a system of resources and support is a more accurate and realistic depiction of what teachers actually do in the real setting of a classroom” with...
Topics: Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies, New Possibilties with Information Technologies
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Reinventing TPACK, STEM Teaching and Leadership in an Urban Context
Punya Mishra; Leigh Graves-Wolf; Sonya Gunnings-Moton; Christopher Seals; Rohit Mehta; Inese Berzina; Swati Mehta; Akesha Horton; Kyle Shack; Candace Marcotte; Missy Cosby; Dakota Pawlicki
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2212–2216
This symposium discusses the pedagogical make up and impact of the MSU-Wipro UrbanSTEM & Leadership Fellowship program on teacher practices, efficacy, and competence. We will describe our instructional approach, which uses the educative experience ...
Topics: Creativity, Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies
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Planning for Deep Learning Using TPACK-based Learning Activity Types
Judi Harris; Mark Hofer
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2864–2871
Teaching for students’ deep learning, while rooted in venerable 20th-century educational research and theory contributed by Vygotsky, Dewey, and others, is taking on a new urgency as heretofore theoretical depictions of 21st-century learning are...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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E-Books and TPACK: What Teachers Need to Know
Jeremy S. Brueck; Lisa A. Lenhart
Reading Teacher Vol. 68, No. 5 (February 2015) pp. 373–376
Today's tech savvy young learners are equipped with a variety of technological tools used as easily as pencils and paper. Many reach for the laptop first when it's time to write or look for an ebook when it's time to read. Ebooks are...
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Re-Contextualising TPACK: Exploring Teachers' (Non-)Use of Digital Technologies
Michael Phillips
Technology, Pedagogy and Education Vol. 25, No. 5 (2016) pp. 555–571
Technological, pedagogical and content knowledge (TPACK) has been used by hundreds of studies as a theoretical framework to explore teachers' technology use in classroom settings. While these studies have contributed to understandings of the...
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Teacher Education Students Using TPACK in Science: A Case Study
Rachel Sheffield; Eva Dobozy; David Gibson; Jim Mullaney; Chris Campbell
Educational Media International Vol. 52, No. 3 (2015) pp. 227–238
Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest ...
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Distributed and Dynamic TPACK as an Educational Approach
Nicoletta Di BLAS; Paolo Paolini
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2311–2318
DD-TPACK (Distributed & Dynamic TPACK) states that ?distributing the knowledge across a system of resources is a more realistic depiction of what teachers actually do in the real setting of a classroom? (SITE 2014) and that ?the relevant knowledge...
Topics: Digital Storytelling/Video, Technological, Pedagogical Content Knowledge (TPACK)
Fulltext
Publication Date
| Year | Results |
|---|---|
| 2008 | 13 |
| 2009 | 60 |
| 2010 | 89 |
| 2011 | 138 |
| 2012 | 149 |
| 2013 | 183 |
| 2014 | 171 |
| 2015 | 246 |
| 2016 | 183 |
| 2017 | 134 |
Authors
- Mishra, Punya (28)
- Hofer, Mark (22)
- Voogt, Joke (22)
- Fisser, Petra (19)
- Figg, Candace (18)
- Niess, Margaret (17)
- Gillow-Wiles, Henry (16)
- Albion, Peter (15)
- Doering, Aaron (14)
- Koehler, Matthew (13)
Record Type
Topics
- Technological, Pedagogical Content Knowledge (TPACK) (276)
- Teaching and Learning with Emerging Technologies (67)
- Technological, Pedagogical Content Knowledge (47)
- Graduate Education & Faculty Development (46)
- Research & Evaluation (44)
- Preservice Teacher Education (40)
- Teachers (37)
- mathematics education (37)
- Distance/Flexible Education (30)
- Educational Technology (30)