Lemanski, L., & Van Deventer, M. M. (2021). A framework for the redesign principles that improved engagement in an online graduate class. In Information Management Association (Ed.), Research anthology on developing effective online learning courses (pp. 391-411). IGI Global. http://doi:10.4018/978-1-7998-8047-9.ch022 Abstract: “At a large, midwest university, the authors taught an online course to…
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Lark, A. M., Pennock, R. T., & Richmond, G. (2020). The influence of instructor technological pedagogical content knowledge on implementation and student affective outcomes. In W. Banzhaf, B. H.C. Cheng, K. Deb, K. E. Holekamp, R. E. Lenski, C. Ofria, R. T. Pennock, W. F. Punch, & D. J. Whittaker…
Comments closedKrauskopf, K., Zahn, C., & Hesse, F. W. (2020). Conceptualizing (pre-service) teachers’ professional knowledge for complex domains. In T. Lehmann (Ed.), International perspectives on knowledge integration: Theory, research, and good practice in pre-service teacher and higher education (pp. 31-57). Brill-Sense. https://doi.org/10.1163/9789004429499_003 Abstract: “In this chapter we integrate two lines of research that deal…
Comments closedJames, C. C., & Lee, K. W. (2020). Mobilisation and enactment of Malaysian ESL teachers’ technological pedagogical content knowledge: From professional learning to professional practice. In B. Zou & M. Thomas (Eds.), Recent developments in technology-enhanced and computer-assisted language learning (pp. 279–315). IGI Global. https://doi.org/10.4018/978-1-7998-1282-1.ch013 Abstract: “This chapter is a review of a…
Comments closedHu, C. (2012). Creating an environment for pre-service teachers to develop technical pedagogical and content knowledge. In T. Lê & Q. Lê (Eds.), Technologies for enhancing pedagogy, engagement and empowerment in education: Creating learning-friendly environments (pp. 115-128). IGI Global. http://doi:10.4018/978-1-61350-074-3.ch010 Abstract: “This chapter reports a teacher education program in applying the framework of…
Comments closedChrysostomou, S., & Triantafyllaki, A. (2020). Transitioning to online music teacher education: Challenges and opportunities for knowledge development. In R. E. Ferdig, E. Baumgartner, R. Hartshore, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology and teacher education during the COVID-19 pandemic: Stories from the field (pp. 443-447). Association for the Advancement of…
Comments closedChatterjee, S., & Parra, J. (2020). Innovative design revisions on an undergraduate technology integration course for K-12 preservice teachers. In R. E. Ferdig, E. Baumgartner, R. Hartshore, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology and teacher education during the COVID-19 pandemic: Stories from the field (pp. 431-442). Association for the Advancement…
Comments closedChan, K. K. (2021). Fostering future teachers’ competence in computational thinking in an educational technology course. In S. Papadakis & M. Kalogiannakis, (Eds.), Handbook of research on using educational robotics to facilitate student learning (pp. 257-273). IGI Global. http://doi:10.4018/978-1-7998-6717-3.ch010 Abstract: “Computational thinking is considered a necessary skill in the 21st century. However, few…
Comments closedAvgerinou, M. D., & Moros, S. E. (2020). The 5-phase process as a balancing act during times of disruption: Transitioning to virtual teaching at an international JK-5 school. In R. E. Ferdig, E. Baumgartner, R. Hartshore, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology and teacher education during the COVID-19 pandemic:…
Comments closedGarbin, M. C., Oliveira, E., Pirillo, N. R., & Telles, S. (2020). Pedagogical practices based on areas of knowledge: Reflections on the technology use. New Trends and Issues Proceedings on Humanities and Social Sciences. 7(1), 134-141. https://doi.org/10.18844/prosoc.v7i1.4877 Abstract: “The appropriation of technologies in education must consider the specificities of each knowledge field…
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