Using TPACK as a framework to study the influence of college faculty’s beliefs on online teaching

References

• Ali, R., & Leeds, E. (2009). The impact of face-to-face orientation on online retention: A pilot study. Online Journal of Distance Learning Administration, 12(4), 1–9.
   Google Scholar
• Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Newburyport, MA: Sloan Consortium.
   Google Scholar
• Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168.
   Web of Science ®Google Scholar
• Bennett, S., Maton, K., & Kervin, L. (2008). The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786.
   Web of Science ®Google Scholar
• Bowe, R. (2011). Instructional technology adoption strategies for college of education faculty. In Proceedings of the Society for Information Technology & Teacher Education International Conference (1) (pp. 1778–1785). Nashville, TN.
   Google Scholar
• Bury, S. (2011). Faculty attitudes, perceptions and experiences of information literacy: A study across multiple disciplines at York University, Canada. Journal of Information Literacy, 5(1), 45–64.
   Google Scholar
• Chai, C. S., Koh, E., Lim, C. P., & Tsai, -C.-C. (2014). Deepening ICT integration through multilevel design of Technological Pedagogical Content Knowledge. Journal of Computers in Education, 1(1), 1–17.
   Google Scholar
• Chen, F. H., Looi, C. K., & Chen, W. (2009). Integrating technology in the classroom: A visual conceptualization of teachers’ knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470–488.
   Web of Science ®Google Scholar
• Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, (3), 3–7.
   Google Scholar
• Churchill, D. (2006). Teachers’ private theories and their design of technology-based learning. British Journal of Educational Technology, 37, 559–576.
   Web of Science ®Google Scholar
• Dahlstrom, E. (2012). ECAR study of undergraduate students and information technology. Boulder, CO: Educause Center for Applied Research.
   Google Scholar
• Darling-Hammond, L. (2013). Powerful teacher education: Lessons from exemplary programs (1st ed.). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
   Web of Science ®Google Scholar
• Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435.
   Web of Science ®Google Scholar
• Ferguson, P. (2004). Faculty beliefs about teaching with technology. In Proceedings of the 27th Meeting of the Association for Educational Communications and Technology. Chicago, IL.
   Google Scholar
• Friedrichsen, P., Driel, J. H. V., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358–376.
   Web of Science ®Google Scholar
• Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451–458.
   Web of Science ®Google Scholar
• Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960.
   Web of Science ®Google Scholar
• Hare, S., Howard, E., Pope, M., Hare, S., Howard, E., & Pope, M. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of Technology and Teacher Education, 10(2), 191–203.
   Google Scholar
• Hativa, N., & Goodyear, P. (2001). Teacher thinking, beliefs and knowledge in higher education (1st ed.). Dordrecht: Springer.
   Google Scholar
• Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499–1509.
   Web of Science ®Google Scholar
• Jones, C., & Healing, G. (2010). Net generation students: Agency and choice and the new technologies. Journal of Computer Assisted Learning, 26(5), 344–356.
   Web of Science ®Google Scholar
• Kennedy, G., Judd, T., Dalgarno, B., & Waycott, J. (2010). Beyond natives and immigrants: Exploring types of net generation students. Journal of Computer Assisted Learning, 26(5), 332–343.
   Web of Science ®Google Scholar
• Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29(2013), 76–85.
   Google Scholar
• Koehler, M., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3–29). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Lesht, F., & Windes, D. L. (2011). Administrators’ views on factors influencing full-time faculty members’ participation in online education. Online Journal of Distance Learning Administration, 14(4). Retrieved from http://www.westga.edu/~distance/ojdla/winter144/lesht_windes144.html
   Google Scholar
• Liu, S.-H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012–1022.
   Web of Science ®Google Scholar
• Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054.
   Web of Science ®Google Scholar
• Niess, M. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523.
   Web of Science ®Google Scholar
• Norton, L., Richardson, T. E., Hartley, J., Newstead, S., & Mayes, J. (2005). Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50(4), 537–571.
   Web of Science ®Google Scholar
• Orr, R., Williams, M. R., & Pennington, K. (2009). Institutional efforts to support faculty in online teaching. Innovative Higher Education, 34(4), 257–268.
   Google Scholar
• Osika, E., Johnson, R., & Butea, R. (2009). Factors influencing faculty use of technology in online instruction: A case study. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/osika121.html
   Google Scholar
• Patton, M. Q. (2001). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
   Google Scholar
• Price, L., & Kirkwood, A. (2014). Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice. Higher Education Research and Development, 33(3), 549–564.
   Web of Science ®Google Scholar
• Reid, P. (2012). Categories for barriers to adoption of instructional technologies. Education and Information Technologies, 19(2), 383–407.
   Google Scholar
• Ronau, R. N., Rakes, C. R., & Niess, M. L. (Eds.). (2011). Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches. Hershey, PA: IGI Global. Retrieved from http://www.igi-global.com.eres.library.manoa.hawaii.edu/book/educational-technology-teacher-knowledge-classroom/49583
   Google Scholar
• Saldana, J. (2009). The coding manual for qualitative researchers. Los Angeles, CA: Sage Publications Ltd.
   Google Scholar
• Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112.
   Web of Science ®Google Scholar
• Schmidt, H. (2012). Essential but problematic: Faculty perceptions of media literacy education at the university level. Qualitative Research Reports in Communication, 13(1), 10–20.
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.
   Web of Science ®Google Scholar
• Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Teddlie, C., & Tashakkori, A. (2008). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Los Angeles, CA: Sage Publications, Inc.
   Google Scholar
• Voogt, J., Fisser, P., Pareja, N., Tondeur, J., & Van Braak, J. (2013). Technological pedagogical content knowledge : A review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121.
   Web of Science ®Google Scholar
• Yin, R. K. (2014). Case study research: Design and methods. Los Angeles, CA: Sage.
   Google Scholar