A qualitative analysis framework using natural language processing and graph theory
The process described herein is limited by neither the size of the data set nor the domain in which it is applied. It has the potential to substantially reduce the amount of time required to analyze qualitative data and to assist in the discovery of themes that might not have otherwise been detected.
This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge).
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