Abbitt, J. T., & Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143.
Allsopp, D. H., McHatton, P. A., & Cranston-Gingras, A. (2009). Examining perceptions of systematic integration of instructional technology in a teacher education program. Teacher Education and Special Education, 32(4), 337–350.
Andrade-Aréchiga, M., López, G., & López-Morteo, G. (2012). Assessing effectiveness of learning units under the teaching unit model in an undergraduate mathematics course. Computers & Education, 59(2), 594–606. doi:10.1016/j.compedu.2012.03.010.
Bate, F. (2010). A bridge too far? Explaining beginning teachers’ use of ICT in Australian schools. Australasian Journal of Educational Technology, 26(7), 1042–1061.
Bebell, D., & Kay, R. (2010). One to one computing: A summary of the quantitative results from the Berkshire wireless Learning Initiative. The Journal of Technology, Learning and Assessment, 9(2). Retrieved from http://napoleon.bc.edu/ojs/index.php/jtla/article/view/1607.
Bodzin, A. M., Anastasio, D., & Kulo, V. (2014). Designing Google earth activities for learning earth and environmental science. In J. MaKinster, N. Trautmann, & M. Barnett (Eds.), Teaching science and investigating environmental issues with geospatial technology (pp. 213–232). Netherlands: Springer. Retrieved from http://link.springer.com/chapter/10.1007/978-90-481-3931-6_13.
Buquoi, B., McClure, C., Kotrlik, J. W., Machtmes, K., & Bunch, J. C. (2013). A national research survey of technology use in the BSW teaching and learning process. Journal of Teaching in Social Work, 33(4–5), 481–495. doi:10.1080/08841233.2013.833577.
Chao, Y.-C. J., & Lo, H.-C. (2011). Students’ perceptions of wiki-based collaborative writing for learners of English as a foreign language. Interactive Learning Environments, 19(4), 395–411. doi:10.1080/10494820903298662.
Clausen, J. M. (2007). Beginning teachers’ technology use: first-year teacher development and the institutional context’s affect on new teachers’ instructional technology use with students. Journal of Research on Technology in Education, 39(3), 245–261.
Cullen, T. A., & Greene, B. A. (2011). Preservice teachers’ beliefs, attitudes, and motivation about technology integration. Journal of Educational Computing Research, 45(1), 29–47. doi:10.2190/EC.45.1.b.
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.
Farkas Duffett Research Group. (2012). Learning less: public school teachers describe a narrowing curriculum. Retrieved from http://commoncore.org/maps/documents/reports/cc-learning-less-mar12.pdf.
Gao, P., Wong, A. F. L., Choy, D., & Wu, J. (2010). Developing leadership potential for technology integration: perspectives of three beginning teachers. Australasian Journal of Educational Technology, 26(5), 643–658.
Green, T., Ponder, J., & Donovan, L. (2014). Educational technology in social studies education. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 573–582). New York: Springer. Retrieved from http://link.springer.com/chapter/10.1007/978-1-4614-3185-5_45.
Hechter, R. P., & Vermette, L. A. (2013). Technology integration in K-12 science classrooms: an analysis of barriers and implications. Themes in Science and Technology Education, 6(2), 73–90.
Henry, P., & Semple, H. (2012). Integrating online GIS into the K–12 curricula: lessons from the development of a collaborative GIS in Michigan. Journal of Geography, 111(1), 3–14. doi:10.1080/00221341.2011.549237.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223–252.
Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343–367.
Hsu, P.-S. (2012). Examining the impact of educational technology courses on preservice teachers’ development of TPACK. Teaching Education, 23(2), 195–213.
Hsu, P.-S. (2013). Examining changes of preservice teachers’ beliefs about technology integration during student teaching. Journal of Technology and Teacher Education, 22(1), 27–48.
Hsu, P.-S., & Sharma, P. (2006). A systemic plan of technology integration. Journal of Educational Technology and Society, 9(4), 173–184.
Hsu, P.-S., & Sharma, P. (2008). A case study of enabling factors in the technology integration change process. Journal of Educational Technology and Society, 11(4), 213–228.
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research and Development, 58, 137–154.
Johnson, A., Leigh, J., Morin, P., & Van Keken, P. (2006). GeoWall: stereoscopic visualization for geoscience research and education. IEEE Computer Graphics and Applications, 26(6), 10–14. doi:10.1109/MCG.2006.127.
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., et al. (2013). EcoMOBILE: integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545–556. http://doi.org/10.1016/j.compedu.2013.02.018.
Lee, M.-H., & Tsai, C.-C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1–21. doi:10.1007/s11251-008-9075-4.
Levin, T., & Wadmany, R. (2008). Teachers’ views on factors affecting effective integration of information technology in the classroom: developmental scenery. Journal of Technology and Teacher Education, 16(2), 233–263.
Lin, C.-H. (2008). Preservice teachers’ beliefs about using technology in the mathematics classroom. Journal of Computers in Mathematics and Science Teaching, 27(3), 341–360.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oak: Sage.
Liu, S.-H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012–1022. doi:10.1016/j.compedu.2010.12.001.
Mama, M., & Hennessy, S. (2013). Developing a typology of teacher beliefs and practices concerning classroom use of ICT. Computers & Education, 68, 380–387. doi:10.1016/j.compedu.2013.05.022.
Martin, S. F., Shaw, E. L., & Daughenbaugh, L. (2014). Using smart boards and manipulatives in the elementary science classroom. TechTrends, 58(3), 90–96. doi:10.1007/s11528-014-0756-3.
McCrory, R. (2006). Technology and teaching: a new kind of knowledge. In E. A. Ashburn & R. E. Floden (Eds.), Meaningful learning using technology: what educators need to know and do (pp. 141–160). New York, NY: Teachers College Press.
McMillan, J. H., Myran, S., & Workman, D. (2010). Elementary teachers’ classroom assessment and grading practices. The Journal of Educational Research, 95(4), 203–213. doi:10.1080/00220670209596593.
Miller, S., Meier, E., Payne-Bourcy, L., Shablak, S., Newman, D., Wan, T. W., et al. (2003). Technology as a catalyst for change: a leadership model for transforming urban teacher programs. Chicago, IL: Presented at the American Educational Research Association.
Miranda, H. P., & Russell, M. (2012). Understanding factors associated with teacher-directed student use of technology in elementary classrooms: a structural equation modeling approach. British Journal of Educational Technology, 43(4), 652–666. doi:10.1111/j.1467-8535.2011.01228.x.
Niess, M., van Zee, E., Jansen, H., Gillow-Wiles, H., & Staus, N. (2011). Probeware and web-design communication enhance K-8 teachers’ scientific proficiency in the context of thermal phenomena (Vol. 2011, pp. 4130–4135). Presented at the society for information technology and teacher education international conference. Retrieved from http://www.editlib.org/p/36980/.
Nilsson, P., & van Driel, J. (2010). Teaching together and learning together-primary science student teachers’ and their mentors joint teaching and learning in the primary classroom. Teaching and Teacher Education, 26, 1309–1318.
Pajares, F. M. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Park, S. H., & Ertmer, P. A. (2007). Implementation of a technology-enhanced problem-based learning curriculum: supporting teachers’ effort. Educational Technology International, 8(1), 91–100.
Patton, M. Q. (1990). Qualitative evaluation and research methods. Thousand Oak: Sage.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66(2), 211–227.
Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2013). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153.
Shaw, E., & Giles, R. (2013). SMART Boards Rock! Exploring the impact of technology on second grader’s (Vol. 2013, pp. 4417–4419). Presented at the society for information technology and teacher education international conference. Retrieved from http://www.editlib.org/p/48822/.
Shih, R.-C. (2011). Can web 2.0 technology assist college students in learning english writing?Integrating “facebook” and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829. Retrieved from http://www.editlib.org/p/51897/.
Skinner, B. F. (1938). The behavior of organisms: an experimental analysis. New York: Appleton.
Stake, R. E. (1995). The art of case study research. Thousand Oak, CA: Sage.
Sun, Y.-C., & Chang, Y. (2012). Blogging to learn: becoming EFL academic writers through collaborative dialogues. Language, Learning and Technology, 16(1), 43–61.
U.S Department of Education. (2010). National education technology plan 2010. Washington, DC: U.S. Department of Education.
Vockley, M. (2008). Maximizing the impact: the pivotal role of technology in a 21st century education system. Retrieved from http://www.setda.org/web/guest/maximizingimpactreport.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Harvard University Press.
Wachira, P., & Keengwe, J. (2011). Technology integration barriers: urban school mathematics teacher’s perspectives. Journal of Science Education and Technology, 20(1), 17–25. doi:10.1007/s10956-010-9230-y.
Xin, J., & Sutman, F. (2011). Using the smart board in teaching social stories to students with autism. Teaching Exceptional Children, 43(4), 18–24.