Angeli, C., Valanides, N.: Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: advances in technological, pedagogical content knowledge (TPCK). Comput. Educ. 52, 154–168 (2009)
CrossRef
Google Scholar
Boote, D.N., Beile, P.: Scholars before researchers: on the centrality of the dissertation literature review in research preparation. Educ. Res. 34(6), 3–15 (2005)
CrossRef
Google Scholar
Brinkerhoff, J.: Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices. J. Res. Technol. Educ. 39(1), 22–43 (2006)
CrossRef
Google Scholar
Chang, I.H., Chin, J.M., Hsu, C.M.: Teachers’ perceptions of the dimensions and implementation of technology leadership of principals in taiwanese elementary schools. J. Educ. Technol. Soc. 11(4), 229–245 (2008)
Google Scholar
Combs, J.P., Bustamante, R.M., Onwuegbuzie, A.J.: An interactive model for facilitating development of literature reviews. Int. J. Mult. Res. Approaches 4(2), 159–182 (2010)
CrossRef
Google Scholar
Cuban, L.: Frogs Into Princes: Writings on School Reform. Teachers College Press, New York (2008)
Google Scholar
Flanagan, L., Jacobsen, M.: Technology leadership for the twenty-first century principal. J. Educ. Adm. 41, 124–142 (2003)
CrossRef
Google Scholar
Franklin, C.A.: Factors that influence elementary teachers’ use of computers. ERIC Clearinghouse (2005). http://files.eric.ed.gov/fulltext/ED490605.pdf
Cañas, A.J., Hill, G., Carff, R., Suri, N, Lott, J., Gómez, G., Eskridge, T., Arroyo, M., Carvajal, M.: CmapTools: a knowledge modeling and sharing environment. In: Cañas, A.J., Novak, J.D., González, F.M. (eds.) Concept Maps: Theory, Methodology, Technology, Proceedings of the First International Conference on Concept Mapping. Universidad Publica de Navarra, Pamplona (2004)
Google Scholar
Kabakci-Yurdakul, I.K., Odabasi, H.F., Kilicer, K., Coklar, A.N., Birinci, G., Kurt, A.A.: The development, validity and reliability of TPACK-deep: a technological, pedagogical content knowledge scale. Comput. Educ. 58, 964–977 (2012)
CrossRef
Google Scholar
Kline, R.: Principles and Practice of Structural Equation Modeling. The Guilford Press, New York (1998)
MATH
Google Scholar
Koehler, M.J., Mishra, P.: What happens when teachers design educational technology? The development of technological pedagogical content knowledge. J. Educ. Comput. Res. 32(2), 131–152 (2005)
CrossRef
Google Scholar
Koehler, M.J., Mishra, P.: What is Technological, Pedagogical Content Knowledge? Contemp. Issues Technol. Teacher Educ. 9(1), 60–70 (2009)
Google Scholar
Lowery, N.V.: Teachers, professional development, and technology. In: Society for Information Technology and Teacher Education International Conference Proceedings, vol. 2003, no. 1, pp. 2934–2936. EditLib Database (2003). http://www.editlib.org
Martelo, M.: Use of bibliographic systems and concept maps: innovative tools to complete literature review. Res. Sch. 18(1), 62–70 (2011)
Google Scholar
Mascolo, M.F.: Beyond student-centered and teacher-centered pedagogy: teaching and learning as guided participation. Pedag. Hum. Sci. 1(1), 3–27 (2009)
Google Scholar
Moersch, C.: Levels of technology implementation (Loti): a framework for measuring classroom technology use. Learn. Lead. Technol. 23(3), 40–42 (1995). http://loticonnection.cachefly.net/global_documents/1995_11NOV_LoTiFramework.pdf
Monroe-Ossi, H.: Complexities of Technology Integration in the Elementary Classroom Context: A Structural Equation Model Study (Unpublished doctoral dissertation). University of North Florida, Jacksonville (2016)
Google Scholar
Novak, J.D., Cañas, A.J.: The theory underlying concept maps and how to construct and use them. Technical report IHMC CmapTools 2006-02 Rev 01-2008. Institute for Human and Machine Cognition, Pensacola (2008). http://cmap.ihmc.us/docs/theory-of-concept-maps. Accessed Apr 2016
Schaefer, E.S., Edgerton, M.: Parent and child correlates of parental modernity. In: Sigel, I.E. (ed.) Parental Belief Systems: The Psychological Consequences for Children, pp. 287–318. Erlbaum, Hillsdale (1985)
Google Scholar
Tschannen-Moran, M., Hoy, W.A.: Teacher efficacy: capturing an elusive construct. Teach. Teach. Educ. 17, 783–805 (2001)
CrossRef
Google Scholar
Ullman, J.B.: Structural equation modeling: reviewing the basics and moving forward. J. Pers. Assess. 87(1), 35–50 (2006)
CrossRef
Google Scholar
Voogt, J., Pelgrum, H.: ICT and curriculum change. Hum. Technol. 1(2), 157–175 (2005). doi:10.17011/ht/urn.2005356
CrossRef
Google Scholar
Watson, G.: Models of information technology teacher professional development that engage with teachers’ hearts and minds. J. Inf. Technol. Teach. Educ. 10(1–2), 179–190 (2001)
Google Scholar
Wehry, S., Algina, J., Hunter, J., Monroe-Ossi, H.: Using concept maps transcribed from interviews to quantify the structure of preschool children’s knowledge about plants. In: Cañas, A.J., Reiske, P., Åhlberg, M., Novak, J.D. (eds.) Concept Maps: Connecting Educators, Proceedings of the Third International Conference on Concept Mapping. Tallinn, Estonia and University of Finland, Helsinki (2008)
Google Scholar
Zhao, Y., Cziko, G.A.: Teacher adoption of technology: a perceptual control theory perspective. J. Technol. Teach. Educ. 9(1), 5–30 (2001)
Google Scholar