Jackson, H. A. & Rosenblatt, K. (2024). UDL and Technology Integration Models: Addressing Technological Determinism. In M. Bartlett & S. Ehrlich (Eds.), Unlocking learning potential with universal design in online learning environments (pp. 98-125). IGI Global. https://doi.org/10.4018/979-8-3693-1269-8.ch006 Abstract: “This chapter outlines the significance of equitable learning practices within legislation and educator preparation…
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Kelly, M.A. (2008). Bridging digital and cultural divides: Technological pedagogical content knowledge for equity of access to technology. In AACTE Committee on Innovation and Technology (Eds.). The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 31-58). Routledge. Abstract: None.
Comments closedMaroofi, Y., Mohammad pour, E., & Haidari, S. (2023). Comparing the professional competencies teachers graduated from Farhangian University with those of Madeh 28: A TPACK-vased study. Educational Measurement and Evaluation Studies, 13(44), 7-26. https://jresearch.sanjesh.org/article_710257.html?lang=en Abstract: “Objective: The primary purpose of the present study was to compare the professional competencies of teachers who graduated…
Comments closedFoulger, T. (2023). Technology infusion in teacher preparation. In EdTechnica: The open encyclopedia of educational technology. https://doi.org/10.59668/371.14237 Abstract: “A technology-infused preparation program teaches candidates how to use technology as a program-deep and program-wide curricular area. The goal of an infused program is to graduate PK-12 educators who are technology-capable from…
Comments closedHu, X., Yelland, N., Leung, W. M. V., Liang, Y., Sun, C., & Graham, C. R. (2024). Integrating digital technologies during COVID-19 kindergarten suspension period in Hong Kong. In I. R. Berson, W. Luo, M. J. Berson, & C. Dong (Eds.), Digital technologies and early childhood in China. Information Age…
Comments closedLuo, W., Berson, I. R., Berson, M. J., & Han. S. (2024). Examining early childhood teachers’ technology integration in mainland China through a sociocultural lens. In I. R. Berson, W. Luo, M. J. Berson, & C. Dong (Eds.), Digital technologies and early childhood in China. Information Age Publishing. Abstract: None
Comments closedCindrić, I., &Gregurić, M. (2023). An example of the TPACK model in pre-service language teacher education: Action research with unforseen interventions. In M. N. Güngör (Ed.), Action research in language teaching and teacher education: Voices from diverse contexts (pp. 377-404). BlackSwan. Abstract: “The integration of technology in foreign language teaching…
Comments closedWang, T. (2024). Using lesson study as a strategy to build in-service teacher’s capacity of K-12 AI education in Hong Kong. In E. C. K. Cheng, & B. Lander (Eds.), Implementing a 21st century competency-based curriculum through lesson study (pp. 202–219). https://doi.org/10.4324/9781003374107-14 Abstract: “Artificial Intelligence (AI) education is a rapidly…
Comments closedOrakcı, Ş. & Gelişli, Y. (2024). Technology integration in higher education: An investigation of Aksaray University preservice teachers’ perceptions. In F. Al Husseiny & A. Munna (Eds.), Revitalizing the learning ecosystem for modern students (pp. 50-72). IGI Global. https://doi.org/10.4018/979-8-3693-4103-2.ch003 Abstract: “The study aims to examine the TPACK levels of preservice teachers studying…
Comments closedSynychych, M. (2024). Integrating technology and access to digital literacy in secondary education in British education. In M. T. Tatto (Ed.), Empowering teachers for equitable and sustainable education (pp. 109 – 129). Taylor & Francis. https://doi.org/10.4324/9781032699295-7 Abstract: “This action research study was conducted in British Columbia and employed an embedded…
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