Boschman, F., McKenney, S., Pieters, J., & Voogt, J. (2016). Exploring the role of content knowledge in teacher design conversations. Journal of Computer Assisted Learning, 32(2), 157-169. https://doi.org/10.1111/jcal.12124 Abstract: “This study investigated the role of content knowledge in conversations of kindergarten teachers during collaborative curriculum design of learning material for technology-enhanced learning. Two…
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Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use. Computers & Education, 98, 57-69. https://doi.org/10.1016/j.compedu.2016.02.010 Abstract: “Tablet computers are increasingly becoming commonplace in classrooms around the world. More than half of early childhood educators in the U.S. now have…
Comments closedBilici, S. C., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251. https://doi.org/10.1080/02635143.2016.1144050 Abstract: “Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs…
Comments closedBelo, N., McKenney, S., Voogt, J., & Bradley, B. (2016). Teacher knowledge for using technology to foster early literacy: A literature review. Computers in Human Behavior, 60, 372-383. https://doi.org/10.1016/j.chb.2016.02.053 Abstract: “A literature review was conducted to describe the knowledge and skills teachers need for using technology to foster early literacy development in kindergarten classrooms.…
Comments closedBaran, E., & Uygum, E. (2016). Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian Journal of Educational Technology, 32(2), 47-63. https://doi.org/10.14742/ajet.2551 Abstract: “Design-based learning (DBL) has been considered a useful approach in teacher education because of its emphasis on the investigation of technology integration problems in…
Comments closedBanas, J. R., & York, C. S. (2014). Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Australasian Journal of Educational Technology, 30(6), 728-746. https://doi.org/10.14742/ajet.362 Abstract: “This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers’ technology integration…
Comments closedAnsyari, M. F. (2015). Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms. Australasian Journal of Educational Technology, 31(6), 699-712. https://doi.org/10.14742/ajet.1675 Abstract: “This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university’s English language…
Comments closedAkyüz, D. (2016). TPACK analysis of preservice teachers under different instruction methods and class levels.Turkish Journal of Computer and Mathematics Education, 7(1), 89-111. https://turcomat.org/index.php/turkbilmat/article/view/108 Abstract: “The importance of the use of technology in mathematics education has been demonstrated by many studies. Effective use of technology has been found to support the…
Comments closedWu, B., Hu, Y., Gu, X., & Lim, C. P. (2016). Professional development of new higher education teachers with information and communication technology in Shanghai: A Kirkpatrick’s evaluation approach. Journal of Educational Computing Research, 54(4), 531-562. https://doi.org/10.1177/0735633115621922 Abstract: “As information and communication technology (ICT) continues to develop, it is essential for…
Comments closedTondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2016). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21stcentury. British Journal of Educational Technology, 48(2), 462-472. https://doi.org/10.1111/bjet.12380 Abstract: “The main objective of this study is to develop a self-report…
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