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There are so many possibilities, as your attached website shows. I'll share here one article: Jari Multisilta is the director of Cicero Learning Network in University of Helsinki, Finland and professor of multimedia in Tampere University of Technology, Information Technology at Pori, Finland. The article I refer here concerns "a platform for mobile social media and video sharing" http://inderscience.metapress.com/content/yvt8503126927577/

This might help to those who plan to prepare qualitative doctoral dissertation proposal. 

In this website, learning activities to plan instruction for different subject areas and tools to assess evidence of teachers' knowledge for technology integration such as "Technology Integration Assessment Rubric" and "Technology Integration Observation Instrument" are shared. I think they can be quite beneficial for designing qualitative TPACK research.

Ecenaz, thank you for sharing this useful website. I liked that they match activities and strategies with possible technologies and stages together in detail. It might be a guide for a T-pack based instruction design or for our class project on T-pack.

Thank you Ecenaz for this good and useful website. It is related with the topic of week four. Moreover, "Technology Integration Assessment Rubric" and "Technology Integration Observation Instrument" are mentioned in Archambault's article.

Here is a review of the TPACK measures: How do we measure TPAKC: Let me count the ways

This is very good article, which well describes the state of taking into account the reliability in the research and analysis. We all should take this seriously. On the other hand, which are the ways good enough to consider reliability of the measures? I think this is not a simple question indeed. There is an interesting conversation chain in the Methodspace about these things. There are many viewpoints about the topic: http://www.methodspace.com/group/qualitativeinquiry/forum/topics/reliability-measures

Matti, yes these issues are very important. In my qualitative research, I like to use the measures of trustworthiness by Lincoln and Guba instead of reliability and validity which emerged from the quantitative tradition. See http://www.angelfire.com/theforce/shu_cohort_viii/images/Trustworthypaper.pdf

Milli Eğitim Bakanlığı'nın Fatih Projesi kapsamında, 4 ilde tablet bilgisayar dağıtıldı. Tekirdağ Belediyesi Anadolu Öğretmen Lisesi'ndeki tablet dağıtım törenine katılan Tekirdağ Valisi Ali Yerlikaya, Fatih Projesi kapsamında 3 pilot okulda 734 öğrenciye tablet bilgisayar dağıtıldığını belirtti. Vali Yerlikaya, okullardaki 136 öğretmene de tablet bilgisayar verildiğini ifade ederek, Türkiye'nin teknolojisiyle adından söz ettirdiğini söyledi.

the survey results about fatih project demonstrate that the project is not successful as expected http://www.radikal.com.tr/Radikal.aspx?aType=RadikalGaleriHaber&ArticleID=1123151&CategoryID=77&HaberPage=1. I think there is need for deep understanding what's going on in the classes and more training for teachers in order to use all these technologies effectively.

Tuğba, I would be interested in reading a broader study that looks at Fatih Project from different perspectives of designers, students, administrators, teachers, parents etc. Any educational innovation needs to look at the implication from the holistic perceptive. Therefore, a larger scope qualitative study would really help.

An infographic on technology AND education. This infographic compares 2002 and 2012 in internet usage. Quantitative (the what) and qualitative (the how and why) perpectives.

I love how it shows the most searched items. You can clearly see what the trends were back then.

Seeing the enormous increase in the number of people using Facebook (from 3 to 900 million users), time spent on the Internet (46 minutes to 4 hours) made me think back about Punya Mishra's (at SITE Keynote) comment on making learning process a part of student's daily life. e.g. a class discussion or course content carried out on Facebook which can increase student participation. Inserting education to top trend websites or applications might be a useful idea to reflect upon.

This qualitative study was conducted to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and to introduce the implementation of a flipped classroom into an English language class. The results were interesting and there are useful recommendations for implementing flipped language lessons.

"the secret words" idea seems to be very creative. I wonder how it is implemented. I also wish we could be able to learn what they do in the classroom in this specific example. I really wonder how classroom activities work in flipped elt classes.

Sebahat Hocam, maybe we can contact the authors and ask about it.

As recent educational research (including educational technology) has implied, context is extremely important to TPACK framework. By "context" it is usually meant classroom, teacher, student, and societal factors. Therefore, the complexities of TPACK do not develop in isolation but in a complex and dynamic relationship with all those contextual factors. However, this study shows that context is usually missing from research about TPACK. In this direction, Rosenberg and Koehler (2015) underscore the importance of including contextual factors in TPACK research and of showing the role of context on teachers' knowledge and practice in terms of technology integration. Personally speaking, I believe TPACK research should not only focus on survey findings but also should be accompanied by complex qualitative data focusing on micro and macro contextual factors.