Giovannini, J. M. (2019). Technology integration in preservice teacher education programs: Research-based recommendations. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 11-31). IGI Global. https://doi.org/10.4018/978-1-5225-7918-2.ch002 Abstract: “The integration of technology in K-12 education is highlighted in the ISTE Standards, Common Core State Standards Initiative, and Elementary and Secondary Education…
Comments closedCategory: Book chapter
Krahenbuhl, K. S. (2019). Principles of learning in the technology-enhanced classroom. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 1-10). IGI Global. https://doi.org/10.4018/978-1-5225-7918-2.ch001 Abstract: “This chapter presents a contextual overview of common misconceptions, challenges, and conceptual frames of importance with respect to learning with technology. Having explored these…
Comments closedBatane, T. & Butale, C. (2022). Assessment in preparing in-service teachers to teach in the digital age. In J. Olivier, A. Oojorah, & W. Udhin (Eds.), Perspectives on teacher education in the digital age (pp 43–61). Springer Singapore. https://doi.org/10.1007/978-981-19-4226-6_4 Abstract: “Current global technological transformations in education compel teachers to have…
Comments closedNipyrakis, A. & Stavrou, D. (2022). Integration of ICT in science education laboratories by primary student teachers. In S. Papadakis & M. Kalogiannakis (Eds.), STEM, robotics, mobile apps in early childhood and primary education (pp. 55–78). Springer Singapore. https://doi.org/10.1007/978-981-19-0568-1_4 Abstract: “Integration of Information and Communication Technologies (ICT), such as datalogging…
Comments closedTee, M.Y. (2022). Learning to teach with technology with real-world problem-based learning. In C. Chang-Tik, G. Kidman, & M. Y. Tee (Eds.), Collaborative active learning (pp. 83–103). Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-19-4383-6_4 Abstract: “Teachers who want to teach effectively with technology have to draw from the synergies between three essential knowledge…
Comments closedJaafarawi, N. (2022). The journey of task-based learning and TPACK in higher education in the UAE. In C. Coombe, L. Hiasat, & G. Daleure (Eds.), English language and general studies education in the United Arab Emirates (pp. 433–444). Springer Singapore. https://doi.org/10.1007/978-981-16-8888-1_27 Abstract: “Online educational tools are shaping the education of…
Comments closedDemircioglu Diren, D. & Horzum, M. B. (2022). Artificial intelligence based adaptive learning model for distance learning readiness. In D. Ifenthaler & S. Seufert (Eds.), Artificial intelligence education in the context of work (pp. 139–154). Springer. https://doi.org/10.1007/978-3-031-14489-9_8 Abstract: “In learning models that require the use of technology, such as distance…
Comments closedMarissa, D. N. & Allahji, W. (2021). Exploring EFL teachers’ technological pedagogical content knowledge and student engagement in an emergency remote teaching context. In J. Chen (Ed.), Emergency remote teaching and beyond (pp. 485–506). Springer. https://doi.org/10.1007/978-3-030-84067-9_22 Abstract: “Although teachers’ pedagogical competence is considered an important factor in emergency remote teaching…
Comments closedKoh, J. H. L., Tay, P. C., & Binte Mohamad Ali, S. (2021). Creating institutional technological pedagogical content knowledge—A case study through the eyes of an educational technology support unit. In J. H. L. Koh & R. Y. P. Kan (Eds.), Teaching and learning the arts in higher education with…
Comments closedKoh, J.H.L. (2022). A professional development workshop for supporting artist educators’ creation of technological pedagogical content knowledge. In J. H. L. Koh & R. Y. P. Kan (Eds.), Teaching and learning the arts in higher education with technology (pp. 151–168). Springer Singapore. https://doi.org/10.1007/978-981-16-4903-5_9 Abstract: “Technological pedagogical content knowledge (TPACK) is…
Comments closed