Search results for author:"M Brooke Robertshaw"
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Examining the validity of the TPACK framework from the ground up: Viewing technology integration through teachers’ eyes.
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3926–3931
One of continuing challenges of the PCK, and now TPACK, framework lies in how to measure teachers’ knowledge as characterized by these frameworks. In order to begin to overcome these challenges,one voice that is needed is that of the teachers. How...
Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study of Teacher and Student Impacts
Educational Technology Research and Development Vol. 60, No. 3 (June 2012) pp. 421–444
This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the...
Integrating Technology and Problem-Based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs
Interdisciplinary Journal of Problem-based Learning Vol. 5, No. 2 (2011) pp. 70–94
This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) ...
TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 2 (2016) pp. 176–182
This study examines the impact on student performance after interactive and non-interactive tutorials using a 2?×?2 treatment-control design. In an undergraduate management course, a control group watched a video tutorial while the treatment group...