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Hardy, M. D. (2010a). Enhancing preservice mathematics teachers' TPCK. Journal of Computers in Mathematics and Science Teaching, 29(1), 73-86. Hardy, M. D. (2010b). Facilitating growth in preservice mathematics teachers' TPCK. National Teacher Education Journal, 3(2), 121-138. Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. Harris, J., Hofer, M., Blanchard, M., Grandgenett, N., Schmidt, D., van Olphen, M., & Young, C. (2010). "Grounded" technology integration: Instructional planning using curriculum-based activity type taxonomies. Journal of Technology and Teacher Education, 18(4), 573-605. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. Hofer, M., & Swan, K. (2008). Technological pedagogical content knowledge in action: A case study of a middle school digital documentary project. Journal of Research on Technology in Education, 41(2), 179-200. Holmes, K. (2009). Planning to teach with Digital Tools: Introducing the IWB to pre-service secondary mathematics teachers. Australasian Journal of Educational Technology, 25(3), 351-365. Jamieson-Proctor, R., Finger, G., & Albion, P. (2010). Auditing the TK and TPACK confidence of pre-service teachers: Are they ready for the profession? Australian Educational Computing, 25(1), 8-17. Jang, S.-J. (2010). Integrating the IWB and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744-1751. Jang, S.-J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553-564. Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269. Kereluik, K., Mishra, P., & Koehler, M. J. (2011). On learning to subvert signs: Literacy, technology and the TPACK framework. California Reader, 44(2), 12-18. Kersaint, G. (2007). Toward technology integration in mathematics education: A technology-integration course planning assignment. Contemporary Issues in Technology & Teacher Education, 7(4), 256-278. Khan, S. (2011). New pedagogies on teaching science with computer simulations. Journal of Science Education & Technology, 20(3), 215-232. doi:10.1007/s10956-010-9247-2 Koehler, M. J., & Mishra, P. (2005a). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. Koehler, M. J., & Mishra, P. (2005b). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94-102. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education (CITE Journal), 9(1), 60-70. Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. Koh, J. L., & Divaharan, S. (2011). Developing pre-service teachers' technology integration expertise through the TPACKdeveloping instructional model. Journal of Educational Computing Research, 44(1), 35-58. Koh, J. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore preservice teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573. doi:10.1111/j.1365- 2729.2010.00372.x Kramarski, B., & Michalsky, T. (2009). Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation, 15(5), 465-485. Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447. Lambert, J., & Sanchez, T. (2007). Integration of cultural diversity and technology: Learning by design. Meridian: A Middle Scholl Computer Technologies Journal, 10(1). Retrieved from the Meridian website: http://www.ncsu.edu/meridian/win2007/pinballs/index.htm 49
Lee, H., & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology & Teacher Education, 8(4), 326-341. Lee, M., & Tsai, C. (2010). Exploring teachers' perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the world wide web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21. Lundeberg, M., Bergland, M., Klyczek, K., & Hoffman, D. (2003). Using action research to develop preservice teachers' confidence, knowledge and beliefs about technology. Journal of Interactive Online Learning, 1 (4). Retrieved from http://www.ncolr.org/jiol/issues/pdf/1.4.5.pdf Manfra, M., & Hammond, T. C. (2008). Teachers' instructional choices with student-created digital documentaries: Case studies. Journal of Research on Technology in Education, 41(2), 223-245. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Nicholas, H., & Ng, W. (2012). Factors influencing the uptake of a mechatronics curriculum initiative in five Australian secondary schools. International Journal of Technology and Design Education, 22(1), 65-90. doi: 10.1007/s10798-010-9138-0 Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. Oster-Levinz, A., & Klieger, A. (2010). Indicator for technological pedagogical content knowledge (TPACK) evaluation of online tasks. Turkish Online Journal of Distance Education, 11(4), 47-71. Ozgun-Koca, S. (2009). The views of preservice teachers about the strengths and limitations of the use of graphing calculators in mathematics instruction. Journal of Technology and Teacher Education, 17(2), 203-227. Özmantar, M., Akkoç, H., Bingölbali, E., Demir, S., & Ergene, B. (2010). Pre-service mathematics teachers' use of multiple representations in technology-rich environments. Eurasia Journal of Mathematics, Science & Technology Education, 6(1), 19-36. Pierson, M., & Borthwick, A. (2010). Framing the assessment of educational technology professional development in a culture of learning. Journal of Digital Learning in Teacher Education, 26(4), 126-131. Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 863-870. Richardson, S. (2009). Mathematics teachers' development, exploration, and advancement of technological pedagogical content knowledge in the teaching and learning of algebra. Contemporary Issues in Technology and Teacher Education (CITE Journal), 9(2), 117-130. Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220-228. Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology, 10(1), 97-105. Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. Schul, J. E. (2010a). Necessity is the mother of invention: An experienced history teacher's integration of desktop documentary making. International Journal of Technology in Teaching & Learning, 6(1), 14-32. Schul, J. E. (2010b). The emergence of CHAT with TPCK: A new framework for researching the integration of desktop documentary making in history teaching and learning. THEN: Technology, Humanities, Education & Narrative, 7, 9-25. Shafer, K. G. (2008). Learning to teach with technology through an apprenticeship model. Contemporary Issues in Technology & Teacher Education, 8(1), 27-44. So, H., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116. Swenson, J., Young, C. A., McGrail, E., Rozema, R., & Whitin, P. (2006). Extending the conversation: New technologies, new literacies, and English education. English Education, 38(4), 351-369. Tee, M., & Lee, S. (2011). From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning. Australasian Journal of Educational Technology, 27(1), 89-104. 50
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http://www.ifets.info ISSN: 1436-45
Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Timely Diagnostic Feedback for Data
Page 7 and 8: Lim et al. addressed two gaps, a us
Page 9 and 10: The new found benefits of technolog
Page 11 and 12: analysis of all articles submitted
Page 13 and 14: Since some articles could not meet
Page 15 and 16: Table 2. Distribution of research t
Page 17 and 18: Research method Table 8 shows diffe
Page 19 and 20: authors concluded that mixed-method
Page 21 and 22: trends. Library and Information Sci
Page 23 and 24: Taylor, E. W. (2001). Adult Educati
Page 25 and 26: Zealand 10 paper 15 19 Using mutual
Page 27 and 28: impact on a variety of sectors arou
Page 29 and 30: Grand challenges These grand challe
Page 31 and 32: eport for details of competencies c
Page 33 and 34: learning repositories to use in con
Page 35 and 36: Acknowledgements This paper is base
Page 37 and 38: eliminating duplicates, a total of
Page 39 and 40: Findings of this review In the foll
Page 41 and 42: Table 2. Summary of empirical resea
Page 43 and 44: students’ conception of learning
Page 45 and 46: their creative capacity in designin
Page 47 and 48: which make it impossible to see how
Page 49 and 50: The content knowledge Table 3 depic
Page 51 and 52: The first revision we have made to
Page 53: Angeli, C., & Valanides, N. (2005).
Page 57 and 58: Rushby, N. (2013). The Future of Le
Page 59 and 60: The top ten in the 2011 survey were
Page 61 and 62: My first vision of the future is on
Page 63 and 64: References Dienstag, J. (2006). Pes
Page 65 and 66: industries, new laws, and new areas
Page 67 and 68: or distractive effects of technolog
Page 69 and 70: This may be further complicated by
Page 71 and 72: espect, the literature about school
Page 73 and 74: Tondeur, J., Van Keer, H., van Braa
Page 75 and 76: Disruptive technology When mainfram
Page 77 and 78: with the physical environment, such
Page 79 and 80: mockups, and then embedded in compu
Page 81 and 82: the global marketplace. Students in
Page 83 and 84: games, and virtual worlds are domin
Page 85 and 86: Malone, T. W. & Lepper, M. R. (1987
Page 87 and 88: education reform. In the following
Page 89 and 90: error elimination and/or refutation
Page 91 and 92: In essence, as depicted in figure 1
Page 93 and 94: of our students, who are the future
Page 95 and 96: Simon, H. (1996). The Sciences of t
Page 97 and 98: 2010). Similar patterns can be obse
Page 99 and 100: To complement the literature search
Page 101 and 102: Figure 1. Domains of sustainable e-
Page 103 and 104: Discussion and conclusions This sco
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Baty, P. (2010, July 1). Global rep
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Loewenberger, P., & Bull, J. (2003)
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applied query expansion techniques
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di, 1 ≤ i ≤ n , 0 < d i ≤ 1,
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Procedure Figure 2 schematically de
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Phase 3. Wiki-based revision Throug
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Table 4. Comparison of the performa
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materials manually by working alone
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# Question 1 2 3 4 5 Table 7. Users
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Kuo, Y. H., & Huang, Y. M. (2009).
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Nevertheless, one of the major prob
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Rlj indicates the answer of the l t
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Relative weight Very low 5 ww , ∈
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Experiment and evaluation Figure 7.
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and CG (59.06 and 13.52). The resul
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Expert 1 Expert 2 Expert 3 Correctn
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The EFWA algorithm Appendix Defini
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y the fourth student correctly is:
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drA = − + − + − = 2 2 2 ( , M
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students have achieved what they wa
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environments. This gap can be bridg
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can understand, as well as a vehicl
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5. “Then move on to Loop 2.” Ea
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fact that the students could not ge
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conceptualization, and testing in n
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Soloway, E., Norris, C., Blumenfeld
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all image search queries result in
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instance, not knowing how to naviga
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displays in real time. The authors
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Significance was not found for main
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manifestation of visual literacy; a
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Mayer, R. E. (2001). Multimedia lea
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McMillen (1996) considered virtual
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Learning of area concepts in elemen
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shrink. changed. Hints and Show but
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Based on teacher observations and c
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Appendix 1. Sample items of BACT *I
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Wong, L.-H., Hsu, C.-K., Sun, J., &
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Johnson and Johnson (1994) identifi
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Design of game-based learning activ
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Findings The students exhibited hig
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We take two instances of character
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In designing Chinese-PP, we instead
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Boticki, I., Looi, C.-K., & Wong, L
Page 193 and 194:
Hwang, G.-J., Sung, H.-Y., Hung, C.
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2000). For example, Filippidis and
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amount of information about the lea
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The factors that affected the stude
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Burguillo, J. C. (2010). Using game
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Wong, L.-H. (2013). Analysis of Stu
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Recognizing both the importance and
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Student responses were coded based
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English with the translations of th
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With her mother’s support, Jane w
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LGC that could occur in any physica
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The significance of the reported st
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Chen, Y.-L., Pan, P.-R., Sung, Y.-T
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them develop new concepts to facili
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Figure 1. Visualization of how mino
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experimental group all the other le
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Procedures All subjects in both gro
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misconceptions corrected by a learn
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exploration environment constructed
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Küçüközer, H., & Kocakülah, S.
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Lin, J.-W., Lai, Y.-C., & Chuang, Y
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The related works Feedback should b
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E 2 1 R 23 N E 5 R 15 E 1 R 13 E 3
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Once the frequent itemsets have bee
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The first phase generates a diagnos
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To assure pretest validity and reli
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Questionnaire and interviews To und
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Maughan, S., Peet, D., & Willmott,
Page 249 and 250:
According to Angeli and Valanides (
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description, objectives, and entry
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TCK: For the fourth activity, the g
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A questionnaire focusing on Instruc
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eing aware of the importance of sel
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References Airasian, P. W., & Walsh
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Instructional Technology Instructio
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and He (2006) revealed that technol
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Model and hypothesis development Sa
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Table 1. Student profile Gender: Ma
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H3 Student satisfaction has positiv
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Conclusions Addressing four PRS iss
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Tao, Y.-H., & Yeh, R. C. (2009, Jul
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My overall experience of PRS is abs
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skills can move to the next learnin
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were divided into an experimental g
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illustrates the Monopoly gameplay m
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Comparison of monopoly and instruct
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Guskey, T. R., & Gates, S. L. (1986
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Yang, C.-C., Tseng, S.-S., Liao, A.
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text only because learners are able
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Figure 2. Structure of poetry multi
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time period. Bandwidth is measured
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Participants and experimental proce
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owses multimedia resources. Fewer p
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the other approach. Meanwhile, the
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Wang, Y.-H., Young, S. S.-C., & Jan
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mistakes in front of the teacher an
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Basic English learning materials we
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The instructor also showed positive
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H.L, M = 38.11) which occurred in b
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Discussions Tangible learning compa
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We can conclude from the current st
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Joo, Y. J., Joung, S., & Kim, E. K.
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on 506 students registered for cybe
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and management systems, learning se
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multivariate normal distribution as
Page 323 and 324:
Structural model examination Table
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Direct effect Flow ← Satisfaction
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Second, the results of this study c
Page 329 and 330:
Kim, H. S. (2008). The effects of t
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language accurately, or product-ori
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Thailand 5 Vietnam 25 Total 208 Res
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Procedures of data collection Figur
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discussions. From Brian’s log fil
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universities. There were 259 studen
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and he provided his arguments and r
Page 343 and 344:
Within groups Total Test 4 Between
Page 345 and 346:
Crooks, B. (2003). The combined use
Page 347 and 348:
Appendix A 342
Page 349:
teenager. Chapter four, “Identity
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