Cited By

• Rural Elementary Teachers’ Access to and Use of Technology Resources in STEM Classrooms

  Amanda Thomas & Zoe Falls, University of Nebraska–Lincoln, United States

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2549–2553

• We Aren’t There Yet: A Progression of Literature on TPACK Measures to Assess Technology Integration

  Man Su & Teresa Foulger, Arizona State University, United States

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2534–2542

• A Rasch Analysis of a TPACK Assessment Instrument and Online K-12 Teachers in the United States

  Joshua Singer, Lincoln County School District, United States; Berhane Teclehaimanot, University of Toledo, United States

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2524–2533

• Tracking T-dimensional TPACK in Elementary Preservice and Clinical Teachers

  Robin Nelson, University of Texas at San Antonio, United States

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2489–2498

• Multimedia Case-based Learning Sports Injury Assessment Educational Tool: Using TPACK principles to enhance athletic therapy education

  Colin King & Gregory MacKinnon, Acadia University, Canada

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2469–2474

• The Nature of TPACK: Is TPACK Distinctive, Integrative or Transformative?

  Yi Jin, Kennesaw State University, United States

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2453–2458

• Stop-Motion Animation as a Tool for Assessing Preservice Early Childhood and Elementary Teachers’ Understanding of Connections among Mathematical Representations and Computational Algorithms

  Amanda Thomas & Kelley Buchheister, University of Nebraska–Lincoln, United States

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2230–2236

• The Impact of a Teacher Education Program Re-design on Technology Integration in Elementary Preservice Teachers: A Five Year Multi-Cohort Study

  Guy Trainin & Laurie Friedrich, University of Nebraska-Lincoln, United States; Qizhen Deng, Boise State University, United States

  Contemporary Issues in Technology and Teacher Education Vol. 18, No. 4 (December 2018) pp. 692–721

• The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings

  Sheng-Lun Cheng & Kui Xie, The Ohio State University, United States

  Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 98–113

• Pre-service physical education teachers' technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations

  Kivanc Semiz, Mustafa Ince & Mustafa Ince

  Australasian Journal of Educational Technology Vol. 28, No. 7 (Jan 01, 2012)

• From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning

  Meng Tee, Shuh Lee & Shuh Lee

  Australasian Journal of Educational Technology Vol. 27, No. 1 (Jan 01, 2011)

• Investigation and Analysis of TPACK Status of STEM Teachers in China

  Shuaishuai Li, East China Normal University,Department of Education, Department of Educational Technology, China

  EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 648–652

• Technology Integration in a K-12 Frontier District

  Karen L. Pugh, Leping Liu & Ping Wang, University of Nevada Reno, United States

  Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2117–2122

• Unpacking Performance Indicators in the TPACK Levels Rubric to Examine Differences in the Levels of TPACK

  Aleksandra Kaplon-Schilis, The Graduate Center, CUNY, United States; Irina Lyublinskaya, College of Staten Island, CUNY, United States

  Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2074–2083

• Results from Rice University WeTeach_CS: A Computer Science Teaching Collaborative Serving Teachers with Different Needs through Variety of Pathways

  Adem Ekmekci & Richard Parr, Rice University, United States; Alice Fisher, Bellaire High School, Houston Independent School District, United States

  Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2025–2030

• Playful Assessment for Evaluating Teachers’ Competencies for Technology Integration

  Beomkyu Choi, Grand Valley State University, United States

  Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 406–410

• Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching

  Mohammed Debbagh & W. Monty Jones, Virginia Commonwealth University, United States, United States

  Journal of Educational Multimedia and Hypermedia Vol. 27, No. 1 (January 2018) pp. 43–62

• The Role of a Mentor Teacher’s TPACK in Preservice Teachers’ Intentions to Integrate Technology

  Michael Nelson, The Ohio State University, United States

  Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 449–473

• A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab

  Doron Zinger, University of California, Irvine, United States; Ashley Naranjo, Smithsonian Center for Learning and Digital Access, United States; Isabel Amador, Nicole Gilbertson & Mark Warschauer, University of California, Irvine, United States

  Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 388–410

• Investigating the Relationship Between TPACK and the ISTE Standards for Teachers

  Josh DeSantis

  Issues and Trends in Educational Technology Vol. 4, No. 1 (Nov 14, 2016)

• A Framework for Seeking the Connections between Technology, Pedagogy and Culture: A study in the Maldives

  Aminath Adam

  Journal of Open, Flexible, and Distance Learning Vol. 21, No. 1 (Jul 01, 2017) pp. 35–51

• Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching

  Mohammed Debbagh & W. Monty Jones, Virginia Commonwealth University, United States, United States

  EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 739–751

• Unpacking TPACK: reconsidering knowledge and context in teacher practice.

  Michael Phillips, Monash University, Australia; Matthew Koehler & Joshua Rosenberg, Michigan State University, United States; Benjamin Zunica, Monash University, Australia

  Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2422–2429

• Exploring Independence of Five TPACK Domains TK, PK, CK Math, CK Science, and TPACK of Pre-service Special Education Teachers.

  Aleksandra Kaplon-Schilis, The Graduate Center, CUNY, United States; Irina Lyublinskaya, College of Staten Island, CUNY, United States

  Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2367–2375

• Investigating the Effects of a Technology Integrated Field Experience on Teaching Using TPACK

  Lisa Harris, Winthrop University, United States

  Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2351–2356

• TPACK Radar Diagrams - A Visual Quantitative Representation for Tracking Growth of Essential Teacher Knowledge

  Julien Corven & Ming Tomayko, Towson University, United States

  Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2296–2301

• Preservice Teachers’ TPACK Beliefs and Attitudes Toward Simulations

  Antti Lehtinen, Pasi Nieminen & Jouni Viiri, University of Jyvaskyla, Finland

  Contemporary Issues in Technology and Teacher Education Vol. 16, No. 2 (June 2016) pp. 151–171

• Bringing Technology into the Classroom - One Iteration at a Time

  Micki Zaritsky, Leah Doryoseph & Anat Goodman, University of Haifa, Israel

  EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 974–981

• Coaching teachers in using technology

  Simone Dinse de Salas, Carsten Rohlfs & Christian Spannagel, University of Education Heidelberg, Germany

  EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 927–934

• Does a Web 2.0 based technology integration course develop TPACK ready preservice teachers?

  Michael Spaulding, University of TN Martin, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3075–3081

• The Technology Infusion iTeach Experience: Preparing Student Teachers to Integrate Technology

  LeeAnn Lindsey, Ray Buss, Teresa Foulger, Keith Wetzel & Stacey Pasquel, Arizona State University, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2923–2930

• Preservice Science Teachers’ TPACK Development In a Post-Baccalaureate Master of Arts in Teaching Program

  Aaron Kessler, Concordia University Chicago, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2905–2908

• Evaluating a Program of Teacher Training in Educational Technology and STEM Using Two Measures of TPACK

  Stephen Adams & Elaine Bernal, California State University, Long Beach, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2783–2789

• The MakeCamp Pilot Option for Professional Development: Sociocultural Sustainable Innovation

  Helen Teague, Pepperdine University, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2375–2380

• MtEceK - A Project to Investigate Teacher Knowledge of Early Childhood Teachers in Hong Kong

  Kam Ling Lao, Open University of Hong Kong, Hong Kong

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1450–1453

• Examining Teachers’ Technology Use Through Digital Portfolios

  Sarah Keenan, Joshua Rosenberg, Spencer Greenhalgh & Matthew Koehler, Michigan State University, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1084–1091

• A Preservice Secondary Education Technology Course: Attitudes, Knowledge, and Learner Outcomes

  Dawn Hathaway & Priscilla Norton, George Mason University, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 690–697

• Design and Formative Evaluation of an e-Learning Module for Training Teachers to Integrate Technology into Teaching

  Andrew Fitzgerald, Franklin Classical Middle School, Long Beach Unified School District, United States; Stephen Adams, California State University, Long Beach, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 672–679

• A modified model of TPACK and SAMR in teaching for understanding

  Jeanne Kriek, University of South Africa, South Africa

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 23–28

• Measuring TPACK in Vietnam: Issues still remain

  Kathy Jordan, Huong Dinh & Jennifer Elsden-Clifton, RMIT University, Australia

  EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 851–856

• Designing a tool to support teachers with the TPACK framework

  Fei Fang, Learning Technologies, College of Education & Human Development, University of Minnesota, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1079–1084

• Teachers’ Perception about their Competency in Integrating Technology in Elementary Classrooms using the Technological Pedagogical Content Knowledge Framework (TPACK)

  Nadeyah Alqallaf & Mia Williams, University of Northern Colorado, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 741–745

• Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge

  Julien C. Colvin & Ming C. Tomayko, Towson University, United States

  Contemporary Issues in Technology and Teacher Education Vol. 15, No. 1 (March 2015) pp. 68–84

• The impact of field experience in technology-integrated classrooms on preservice teachers’ development of TPACK

  Shu-Ju Diana Tai & Denise Schmidt-Crawford, Center for Technology in Learning and Teaching, Iowa State University, United States

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3438–3443

• A performance assessment of teachers’ TPACK using artifacts from digital portfolios

  Joshua Rosenberg, Spencer Greenhalgh & Matthew Koehler, Michigan State University, United States

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3390–3397

• An International Investigation of TPACK

  Petrea Redmond, University of Southern Queensland, Australia; Yehuda Peled, Western Galilee College, Israel

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3384–3389

• Examining the Relationship between Self and External Assessment of TPACK of Pre-Service Special Education Teachers

  Irina Lyublinskaya & Nelly Tournaki, CUNY College of Staten Island, United States

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3331–3337

• Engaging Google Docs in Support of an Online Collaborative, Community of Learners Instructional Strategy

  Henry Gillow-Wiles & Margaret Niess, Oregon State University, United States

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3176–3183

• Views of Social Science Teachers and Preservice Teachers on their TPACK Perceptions

  Ozkan Akman, Cemal Guven, S. Ahmet Kiray & Ismail Celik, Necmettin Erbakan University, Turkey

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3032–3039

• Training Teachers to Use Educational Technologies in STEM Using Field Experience at a Community Based Organization

  Stephen Adams, Elaine Bernal, Monica Cole-Jackson & Lisa Martin-Hansen, CSU Long Beach, United States

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3021–3025

• Integrating Global Academic Essentials: Common Core, 21st Century Skills, and Technology

  Pamela Bracey, Sang Joon Lee, Kun Huang, Joanne Beriswill & Kathleen Sherman-Morris, Mississippi State University, United States

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2896–2900

• TPACK Growth at a Distance

  Kathryn S. Lee, Texas State University, United States; Yungwei Hao, National Taiwan Normal University, Taiwan; Shaunna Smith, Texas State University, United States

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 382–387

• A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT

  Joyce Koh, National Institute of Education, Nanyang Technological University, Singapore

  Australasian Journal of Educational Technology Vol. 29, No. 6 (Dec 23, 2013)

• Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

  Syh-Jong Jang & Meng-Fang Tsai, Chung-Yuan Christian University

  Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

• Surveying in-service preschool teachers' technological pedagogical content knowledge

  Jyh-Chong Liang, National Taiwan University of Science and Technology; Ching Chai & Joyce Koh, Nanyang Technological University; Ching-Ju Yang & Chin-Chung Tsai, National Taiwan University of Science and Technology

  Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

• How teacher education institutions cope with challenges of teaching and learning in the digital age

  Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands; Maurice Schols, Fontys University of Applied Sciences, Netherlands; Jeroen Bottema, Inholland University of Applied Sciences, Netherlands; Hans van Bergen & Nanda van der Stap, Utrecht University of Applied Sciences, Netherlands; Anna Tomson, Michael Nieweg, Jan-Willem Doornenbal & Bas Bakker, Amsterdam University of Applied Sciences, Netherlands; Anneke Smits, Windesheim University of Applied Sciences, Netherlands; Ann Thompson, Iowa State University, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2821–2823

• Building Pre-Service Teachers’ Knowledge of TPACK: A Study Replication and Extension

  Amanda Goodwin, Asbury University, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2809–2818

• Assessing Inservice Teachers’ Perceptions of Their TPACK Development

  Tiffany Ohlson, Stephanie Wehry, Heather Monroe-Ossi, Bronwyn McLemore, Kelly Maki & Cheryl Fountain, Florida Institute of Education at the University of North Florida, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2598–2603

• Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ Surveys and Lesson Plans.

  Irina Lyublinskaya & Nelly Tournaki, CUNY College of Staten Island, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2574–2579

• Impact of Design Teams on Preservice Teachers’ TPACK, Attitudes, & Skills

  Laurene Johnson, Hezel Associates, LLC, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2544–2551

• Disrupting the Traditional Student Role: Tech-Enabled Participation to Facilitate TPACK

  Shannon Haley-Mize, Elizabethtown College, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2511–2518

• Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes

  Agyei Douglas, University of Cape Coast, Ghana; Jared Keengwe, University of North Dakota, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2473–2481

• Technological Pedagogical Content Knowledge (TPACK)-Based Course Design in Preservice Social Studies Education

  Mark Hart, University of Florida, United States; Swapna Kumar, University of Florida, Gainesville, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2367–2375

• Mathematical Content, Pedagogy, and Technology: What It Can Mean to Practicing Teachers

  Beth Bos & Kathryn Lee, Texas State University, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2218–2227

• Technological Pedagogical Content Knowledge: Pre-service Teachers’ Perception and Beliefs in Mathematics

  Cheng-Yao Lin, Southern Illinois University, United States; Yu-Chun Kuo, Jackson State University, United States; Yi-Yin Ko, Indiana State University, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1422–1431

• Measuring TPACK... Yes! But how? A working session

  Petra Fisser, National Institute for Curriculum Development, Netherlands; Lara Ervin, San Jose State University, United States; Joke Voogt, University of Amsterdam, Netherlands; Matt Koehler, Michigan State University, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 907–908

• Game Network Analysis: Developing and assessing teachers’ knowledge of game-based learning

  MAMTA SHAH & Aroutis Foster, Drexel University, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 685–692

• Digital Guidebook Supporting TPACK for Teachers to Teach Learners Motor Skills in Physical Education

  Kosuke Terashima & Shinsuke Takesue, Faculty of Education, Nagasaki University, Japan; Takako Koshimizu, Faculty of Education, Shizuoka University, Japan; Takashi Fujiki, Faculty of Education, Nagasaki University, Japan

  EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 128–133

• Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

  Handal Boris, The University of Notre Dame Australia, Australia; Chris Campbell, The University of Queensland, Australia, Australia; Michael Cavanagh & Peter Petocz, Macquarie University, Australia, Australia; Nick Kelly, The University of Sydney, Australia

  Contemporary Issues in Technology and Teacher Education Vol. 13, No. 1 (March 2013) pp. 22–40

• A Comparative Study of Mathematical Content, Pedagogy and Technology using a Paired T-Test of the means of Seven Domains

  Maria Mitchell, Central Connecticut State University, United States

  Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2273–2278

• Scaffolding With and Through Videos: An Example of ICT-TPACK

  Kathrin Otrel-Cass, Aalborg University, Denmark; Elaine Khoo & Bronwen Cowie, University of Waikato, New Zealand

  Contemporary Issues in Technology and Teacher Education Vol. 12, No. 4 (December 2012) pp. 369–390

• Transforming Teaching; Mathematical Content, Pedagogy and Technology, a Messy Problem!

  Maria Mitchell, Central Connecticut State University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 288–293

• Tessellations in TPACK: Comparing Technological Pedagogical Content Knowledge Levels Among K-12 Online and Traditional Teachers

  Kent Sabo & Leanna Archambault, Arizona State University, United States

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4751–4756

• Using Technology in Training Elementary Mathematics Teachers, The Development of TPACK Knowledge

  Beth Bos & Kathryn Lee, Texas State University, United States

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4664–4671

• YouTube Videos in the Pre-service Science Teacher Classroom: Increasing Awareness of the TPACK Intersections One Clip at a Time

  Richard Hechter & Lynette Phyfe, University of Manitoba, Canada

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4519–4521

• Development and Validation of an Assessment Instrument for Office Data Processing Teachers Technology Knowledge

  Bolaji Adegbenro, TSHWANE UNIVERSITY OF TECHNOLOGY, MSTE DEPARTMENT, South Africa; Willy Mwakapenda, Tshwane University of Technology, MSTE, Department, South Africa; Oludayo Olugbara, Durban University of Technology, South Africa

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4191–4199

• A Case Study of Evaluating Integration of Web 2.0 Technology with English Curriculum in Higher Education

  Cheun-Yeong Lee, Department of Foreign Language of Military Academy, Taiwan; Li-Wei Peng, West Liberty University, United States

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4104–4109

• Fostering Pre-service Teachers’ TPACK Towards Student-centered Pedagogy

  KoSze Lee, North Carolina State University, United States; Ching Sing Chai & Joyce Hwee Ling Koh, National Institute of Education, Nanyang Technological University, Singapore

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3915–3921

• Integrating Technology in Content Methods Courses: A Co-Teaching Experience

  Lucilia Green, Kathryn Kennedy, Karen Chassereau & Amanda Evans, Georgia Southern University, United States

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3457–3461

• Learning Literacy and Content Through Video Activities in Primary Education

  Maaike Heitink, Petra Fisser & Susan McKenney, University of Twente, Netherlands

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1363–1369

• Developing TPACK around the world: Probing the framework even as we apply it

  Petra Fisser, University of Twente, Netherlands; Joke Voogt, Douglas Agyei, Ayoub Kafyulilo & Ghaida Alayyar, University of Twente, Netherlands; Denise Schmidt-Crawford & Ann Thompson, Iowa State University, United States; David Gibson, simSchool, United States; Gerald Knezek, University of North Texas, United States; Jo Tondeur, Ghent University, Belgium

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1129–1131

• Teacher Criteria for Evaluating and Selecting Developmentally Appropriate Computer Software

  Esther Ntuli, North Shore Community College, United States; Lydia Kyei-Blankson, Illinois State University, United States

  Journal of Educational Multimedia and Hypermedia Vol. 20, No. 2 (June 2011) pp. 179–193

• The Impact of TPACK on Pre-Service Teacher Confidence in Embedding ICT into the Curriculum Areas

  Vilma Galstaun, Shannon Kennedy-Clark & Chun Hu, University of Sydney, Australia

  EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3439–3448

• Increasing Interactivity Across The Islands: A Case Study Analysis of Interactive Whiteboards in the Classroom

  Kimble McCann, University of Hawaii, Manoa and Distance Course Design & Consulting (DCDC), United States

  Global Learn 2011 (Mar 28, 2011) pp. 681–684

• Differences between enrolled in an integrated course and did not in TPACK and technology integration for preservice teachers

  Shih-Hsiung Liu, National Changhua University of Education, Taiwan

  Global TIME 2011 (Feb 22, 2011) pp. 171–176

• Explicitly Addressing TPACK in Preservice Teacher Curriculum

  Mia Kim Williams, University of Northern Colorado, United States; Keith Wetzel, Teresa Foulger, Todd Kisicki & Lisa Giacumo, Arizona State University, United States

  Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4429–4434

• Teachers’ assessment of TPACK: Where are we and what is needed?

  Joke Voogt, University of Twente, Netherlands; Tae Shin, University of Central Missouri, United States; Punya Mishra & Matt Koehler, University of Michigan, United States; Denise Schmidt, Evrim Baran, Ann Thompson & Wei Wang, Iowa State University, United States; Ghaida Alayyar, Petra Fisser, Douglas Agyei & Bart Ormel, University of Twente, Netherlands; Chantal Velthuis, Edith Stein University of Applied Sciences, Netherlands; Jo Tondeur, University of Ghent, Belgium; David Gibson, Global Challenge, United States

  Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4422–4426

• Influence of Graduate Coursework on Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) Skill Development: An Exploratory Study

  Crystal Machado, DeAnna Laverick & Jason Smith, Indiana University of Pennsylvania, United States

  Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4402–4407

• Learning by Design: TPACK in Action

  Liangyue Lu, Laurene Johnson, Leigh Tolley, Theresa Gilliard-Cook & Jing Lei, Syracuse University-School of Education, United States

  Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4388–4395

• Testing a TPACK-Based Technology Integration Observation Instrument

  Mark Hofer, College of William and Mary, United States; Neal Grandgenett, University of Nebraska at Omaha, United States; Judi Harris, College of William and Mary, United States; Kathy Swan, University of Kentucky, United States

  Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4352–4359

• Using the TPACK Framework to Study a Sixth Grade Classroom with High Access to Technology

  Keith Wetzel, Arizona State University, United States

  Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3770–3780

• Using SEM to Move from Theory to Practice with the TPACK Framework

  Brandy Jones & Jill Adelson, University of Louisville, United States; Leanna Archambault, Arizona State University, United States

  Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2518–2525

• Testing a TPACK-Based Technology Integration Assessment Rubric

  Judi Harris, College of William & Mary, United States; Neal Grandgenett, University of Nebraska at Omaha, United States; Mark Hofer, College of William & Mary, United States

  Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3833–3840

• Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences

  Tae Shin, Matthew Koehler & Punya Mishra, Michigan State University, United States; Denise Schmidt, Evrim Baran & Ann Thompson, Iowa State University, United States

  Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4152–4159

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