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Comparing Administrator and Teacher Perceptions of Technology Integration Using the Technological Pedagogical Content Knowledge Framework and 2017 ISTE Standards for Educators
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Shellhorn, Scott – ProQuest LLC, 2019
The purpose of this quantitative study was to identify perceptions, determine differences in perceptions, and identify how effective the implementation of a framework such as TPACK connected to classroom technology integration of design and facilitation as defined by selected 2017 International Society for Technology in Education (ISTE) Standards…
Descriptors: Administrator Attitudes, Teacher Attitudes, Comparative Analysis, Standards