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Niess, Margaret L.; Gillow-Wiles, Henry – Journal of Digital Learning in Teacher Education, 2014
This qualitative cross-case study explores the influence of a designed learning trajectory on transforming teachers' technological pedagogical content knowledge (TPACK) for teaching with digital image and video technologies. The TPACK Learning Trajectory embeds tasks with specific instructional strategies within a social metacognitive…
Descriptors: Mathematics Instruction, Science Instruction, Electronic Learning, Video Technology