Juhji, J., & Nuangchalerm, P. (2020). Interaction between scientific attitudes and science process skills toward technological pedagogical content knowledge. Journal for the Education of Gifted Young Scientists, 8(1), 1-16. https://doi.org/10.17478/jegys.600979 Abstract: “The purpose of this research aims to study the interaction between scientific attitudes and science process skills toward technological pedagogical content…
Comments closedCategory: Form of publication
Joubert, J., Callaghan, R., & Engelbrecht, J. (2020). Lesson study in a blended approach to support isolated teachers in teaching with technology. ZDM-Mathematics Education, 52, 907–925. https://doi.org/10.1007/s11858-020-01161-x Abstract: “Lesson study (LS) is a form of professional development, with a strong foundation in mathematics education, based on teachers collaborating to design lessons. This collaboration,…
Comments closedJita, T., & Akintunde, M. A. O. (2021). Pre-service teachers’ competence to teach science through ICTs: A case study of Lesotho. The International Journal of Science, Mathematics and Technology Learning, 28(1), 27-40. https://doi.org/10.18848/2327-7971/CGP/v28i01/27-40 Abstract: “The study explored pre-service science teachers’ perceived competencies for integrating information and communication technologies (ICTs) in their teaching…
Comments closedJin, Y., & Harp, C. (2020). Examining preservice teachers’ TPACK attitudes, self-efficacy, and perceptions of teamwork in a stand-alone educational technology course using flipped classroom or flipped team-based learning pedagogies. Journal of Digital Learning in Teacher Education, 36(3), 166–184. https://doi.org/10.1080/21532974.2020.1752335 Abstract: “The study’s purpose was to investigate whether two different pedagogical strategies,…
Comments closedJaramillo Cherrez, N., & Jin, Y. (2020). Cultivating instructor’s reflection: Leveraging partnerships and team efforts. College Teaching, 68(2), 62–70. https://doi.org/10.1080/87567555.2020.1723474 Abstract: “This case study documented the critical reflective practice of an instructor in a higher education context related to teaching and learning approaches. In particular, the reflections unveiled ways of seeing teaching…
Comments closedIfinedo, E., & Kankaanranta, M. (2021). Understanding the influence of context in technology integration from teacher educators’ perspectives. Technology, Pedagogy and Education, 30(2), 201-215. https://doi.org/10.1080/1475939X.2020.1867231 Abstract: “The perspective of teachers is important for advancing the use of technology in classrooms. A considerable number of research studies have explained context in ways that have narrowed the…
Comments closedHughes, J. E., Cheah, Y. H., Shi, Y., & Hsiao, K-H. (2020). Preservice and inservice teachers’ pedagogical reasoning underlying their most-valued technology-supported instructional activities. Journal of Computer-Assisted Learning, 36(4), 549–568. https://doi.org/10.1111/jcal.12425 Abstract: “We examined teachers’ pedagogical reasoning for and the technological knowledge underlying their most‐valued technology‐supported activities for teaching and learning. Data from…
Comments closedHuang, M., & Lin, H. (2020). Improving strategies for information-based educational and teaching abilities of newly appointed college teachers using the TPACK hierarchical model. International Journal of Emerging Technologies in Learning, 15(14), 220-235. https://doi.org/10.3991/ijet.v15i14.15307 Abstract: “The improvement of strategies for information-based educational and teaching abilities of newly appointed teachers should be substantially investigated…
Comments closedHuang, L., Li, S., Poitras, E. G., & Lajoie, S. P. (2021). Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration. British Journal of Educational Technology, 52(2), 695–713. https://doi.org/10.1111/bjet.13050 Abstract: “Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential…
Comments closedHuang, L., & Lajoie, S. P. (2021). Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development. Computers & Education, 166(104169). https://doi.org/10.1016/j.compedu.2021.104169 Abstract: “Self-regulated learning (SRL) has a predictable and instrumental effect on learning complicated knowledge. This study investigates the role of SRL in acquiring technological pedagogical content knowledge…
Comments closed