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Direct linkSwallow, Meredith J. C.; Olofson, Mark W. – Journal of Research on Technology in Education, 2017
The technological, pedagogical, and content knowledge (TPACK) framework considers the role of technology in teaching. Although TPACK is grounded in context, one limitation is the lack of understanding about the interactions between particular contexts, knowledge development, and instruction. This qualitative multiple-case study was designed to…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Guidelines, Teaching Methods
Hutchison, Amy; Colwell, Jamie – Journal of Research on Technology in Education, 2016
The purpose of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to integrate iPads into literacy instruction. Analysis revealed two findings related to using the TIPC to plan instruction: (a) Though the TIPC provides a structured approach to planning that…
Descriptors: Preservice Teachers, Technology Integration, Handheld Devices, Literacy Education
Download full textManfra, Meghan McGlinn; Hammond, Thomas C. – Journal of Research on Technology in Education, 2008
This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. Thornton's (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge framed the study. The teachers worked within the…
Descriptors: Documentaries, Case Studies, Teaching Methods, Social Studies
