Handbook of Research on Educational Communications and Technology

Spector, J. Michael; Merrill, Margaret; Elen, Jan; Bishop, MJ

doi:10.1007/978-1-4614-3185-5

Cited by 220 publications

(81 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar to other subjects which are disseminated by teachers, the integration of ICT into teaching and learning processes requires teachers to acquire a certain level of different skills to handle all challenges attached to the integration of ICT into teaching and learning processes (Igbo & Imo, 2017). The theoretical framework of Technological Pedagogical Content Knowledge (TPACK) was introduced for understanding the teachers' knowledge required for integrating ICT into teaching and learning processes (Koehler et al, 2014;Koehler, 2006 andSchmidt et al, 2008). Figure 2, teachers require different knowledge for better integrating ICT into teaching and learning processes (Mishra & Koehler, 2006;Schmidt et al, 2008;Koeher et al, 2014).…”

Section: What Are the Skills Required For Integration Ict In Teachingmentioning

confidence: 99%

Primary Teachers’ Perceptions on ICT Integration for Enhancing Teaching and Learning through the Implementation of One Laptop Per Child Program in Primary Schools of Rwanda

Munyengabe

Yiyi

et al. 2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Identifying teachers' perceptions for integrating ICT into teaching and learning processes through the implementation of One Laptop Per Child (OLPC) program in primary schools of Rwanda was the main target of this study. The study employed qualitative approach where thirty primary schools' teachers participated into this study through interviews and group discussions designed for the research questions. Questions and discussions were related to benefits of ICT in education; requirements to integrate ICT into teaching and learning practices; challenges hindering the implementation of OLPC program and the contributions of different stakeholders for implementing OLPC program in primary schools of Rwanda. Through thematic analysis of data, the program was found to be influential to teachers, learners and stakeholders of primary schools in Rwanda. In order to be fruitful, the integration of ICT through implementation of OLPC program requires to help teachers to acquire skills related to Technological Pedagogical Content Knowledge (TPACK). The study also suggested different solutions and strategies related to all identified challenges.

show abstract

Section: What Are the Skills Required For Integration Ict In Teachingmentioning

confidence: 99%

Primary Teachers’ Perceptions on ICT Integration for Enhancing Teaching and Learning through the Implementation of One Laptop Per Child Program in Primary Schools of Rwanda

Munyengabe

Yiyi

et al. 2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Nevertheless, the differences that set them apart can also bring them together. (Wasserman, 2007) According to Oh & Reeves (2011), the generational differences are widely discussed in the popular press, business-oriented books, conferences, workshops and so on. The terminology used to label the generations is not standardized because various people writing about generational differences have come up with a variety of different names to label the various generations.…”

Section: Literature and Theoretical Backgroundmentioning

confidence: 99%

The Employees of Baby Boomers Generation, Generation X, Generation Y and Generation Z in Selected Czech Corporations as Conceivers of Development and Competitiveness in their Corporation

Bejtkovský¹

2016

JOC

View full text Add to dashboard Cite

The corporations using the varied workforce can supply a greater variety of solutions to problems in service, sourcing, and allocation of their resources. The current labor market mentions four generations that are living and working today: the Baby boomers generation, the Generation X, the Generation Y and the Generation Z. The differences between generations can affect the way corporations recruit and develop teams, deal with change, motivate, stimulate and manage employees, and boost productivity, competitiveness and service effectiveness. A corporation's success and competitiveness depend on its ability to embrace diversity and realize the competitive advantages and benefits. The aim of this paper is to present the current generation of employees (the employees of Baby Boomers Generation, Generation X, Generation Y and Generation Z) in the labor market by secondary research and then to introduce the results of primary research that was implemented in selected corporations in the Czech Republic. The contribution presents a view of some of the results of quantitative and qualitative research conducted in selected corporations in the Czech Republic. These researches were conducted in 2015 on a sample of 3,364 respondents, and the results were analyzed. Two research hypotheses and one research question have been formulated. The verification or rejection of null research hypothesis was done through the statistical method of the Pearson's Chi-square test. It was found that perception of the choice of superior from a particular generation does depend on the age of employees in selected corporations. It was also determined that there are statistically significant dependences between the preference for heterogeneous or homogeneous cooperation and the age of employees in selected corporations.

show abstract

“…Mishra and Koehler (2006) and Koehler and Mishra (2009) further added the combination and intersections of these components as technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological content knowledge (TCK). Koehler, Mishra, Kereluik, Shin, and Graham (2014) indicate that numerous instruments were developed to assess pre-and in-service teachers within the TPACK framework but only 66 research publications met the inclusion criteria among 303 TPACK related articles. From those research articles, 141 instruments of various types were found.…”

Section: New Perspective On Tpack Framework In the Context Of Early Cmentioning

confidence: 99%

“…The subcategories for affective were the five levels of affective domain taxonomy (Krathwohl et al, 1964;Krathwohl, 2002) and additional codings collectively clustered under "other" subcategory. The subcategories for TPACK consisted of the seven components in the TPACK framework (Koehler et al, 2014) with additional attention to technology related components divided up into iPad technology and general technology.…”

Section: First Cycle Codingmentioning

confidence: 99%

New Perspective on TPACK Framework in the Context of Early Childhood Education: The “A” Stands for Affective

Park

Hargis

2018

ij-sotl

View full text Add to dashboard Cite

The purpose of this exploratory single-case study is to investigate the affordances of iPad transpired within a technological pedagogical and content knowledge (TPACK) framework by four early childhood educators with varying Technological Knowledge (TK) at a low-income preschool. Pre/post and follow-up survey, group and follow-up interviews, classroom observations and document of iPad workshop data were analyzed using coding methods in two cycles. The exploration in how teachers discovered the iPad affordances indicated parallel progression in TK and change in their value system. The exploration in the progression of TK and change in their value system suggest a relationship between progression of TK towards TPACK and of affective-valuing (AV) towards affective-characterization (AC).

show abstract

Handbook of Research on Educational Communications and Technology

Cited by 220 publications

References 7 publications

Primary Teachers’ Perceptions on ICT Integration for Enhancing Teaching and Learning through the Implementation of One Laptop Per Child Program in Primary Schools of Rwanda

Primary Teachers’ Perceptions on ICT Integration for Enhancing Teaching and Learning through the Implementation of One Laptop Per Child Program in Primary Schools of Rwanda

The Employees of Baby Boomers Generation, Generation X, Generation Y and Generation Z in Selected Czech Corporations as Conceivers of Development and Competitiveness in their Corporation

New Perspective on TPACK Framework in the Context of Early Childhood Education: The “A” Stands for Affective

Contact Info

Product

Resources

About