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What happens when teachers design educational technology? The development of technological pedagogical content knowledge

, and . Journal of Educational Computing Research, 32 (2): 131-152 (2005)

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Describing increasing proficiency in teachers' knowledge of the effective use of digital technology., , , and . Comput. Educ., (2020)What happens when teachers design educational technology? The development of technological pedagogical content knowledge, and . Journal of Educational Computing Research, 32 (2): 131-152 (2005)Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology, and . Proceedings of Society for Information Technology & Teacher Education International Conference 2007, page 2214--2226. San Antonio, Texas, USA, AACE, (March 2007)Identifying multiple learning spaces within a single teacher-focused Twitter hashtag., , , , and . Comput. Educ., (2020)Exploring the intention-behavior gap in the technology acceptance model: A mixed-methods study in the context of foreign-language teaching in China., , and . Br. J. Educ. Technol., 50 (5): 2536-2556 (2019)Cognitive outcomes from the Game-Design and Learning (GDL) after-school program., and . Comput. Educ., (2014)Computer Science Educators Stack Exchange: Perceptions of Equity and Gender Diversity in Computer Science., , , and . SIGCSE, page 1197-1203. ACM, (2019)If a picture is worth a thousand words is video worth a million? Differences in affective and cognitive processing of video and text cases., , , , , and . J. Comput. High. Educ., 23 (1): 15-37 (2011)Deep-play: developing TPACK for 21st century teachers., , , , , , and . Int. J. Learn. Technol., 6 (2): 146-163 (2011)Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology., , and . Comput. Educ., 49 (3): 740-762 (2007)