Hsu, Y-Y., & Lin, C-H. (2020). Evaluating the effectiveness of a preservice teacher technology training module incorporating SQD strategies. International Journal of Educational Technology in Higher Education, 17(1), 1–17. https://doi.org/10.1186/s41239-020-00205-2 Abstract: “Preparation to use information and communication technology (ICT) is an important component of preservice language teachers’ training, and various existing teacher…
Comments closedCategory: Form of publication
Hsu, C., Liang, J., & Tsai, M. (2020). Probing the structural relationships between teachers’ beliefs about game-based teaching and their perceptions of technological pedagogical and content knowledge of games. Technology, Pedagogy and Education, 29(3), 297-309. https://doi.org/10.1080/1475939X.2020.1752296 Abstract: “The aim of this study was, first, to validate the instruments of Technological Pedagogical Content…
Comments closedHobley, J. (2021). Cultivating learners who “think like vocational professionals:” Signature pedagogies, technology and vocational learning. Research in Post-Compulsory Education, 26(1), 38-58. https://doi.org/10.1080/13596748.2021.1873407 Abstract: “The author is Teaching and Learning Manager at the college with rsponsibility for observation of all teaching staff and their professional development. This research looks at differing concepts…
Comments closedHidayah, F. F., Imaduddin, M., Praptaningrum, D. N. W., & Ristanti, D. A. (2020). Cogenerative dialogue of cross-generation educators to improve chemistry teaching quality through technology. Journal for the Education of Gifted Young Scientists, 8(1), 465-487. https://doi.org/10.17478/jegys.654941 Abstract: “This research showed the efforts of educators in improving the quality of the chemistry…
Comments closedHicks, D., Lisanti, M., & van Hover, S. (2020). Shifting the gaze: (Mis)using actor-network-theory to examine preservice teachers’ uses of digital technologies. Contemporary Issues in Technology and Teacher Education, 20(4), 730-742. https://www.learntechlib.org/primary/p/217448/ Abstract: “This paper responds to the recent call for technoskeptical or critical studies of educational technology in the classroom. The…
Comments closedHayati, E., Nursyifa, A., & Rahmadi, I. F. (2020).TPACK capability preservice teachers civic education in the era of industrial revolution 4.0. Jurnal Pendidikan Indonesia, 9(1), 15-29. https://doi.org/10.23887/jpi-undiksha.v9i1.17982 Abstract: “This research aims to determine the ability of the Technological Pedagogical Content Knowledge (TPACK) of preservice teachers in Civic Education Pamulang University. The method…
Comments closedHawk, N. A., & Nelson, M. J. (2020). The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions. Teaching and Teaching Education, 89. https://doi.org/10.1016/j.tate.2019.103006 Abstract: “This study investigated how field experiences impacted the technology integration beliefs and intentions of prospective preservice teachers. Using structural equation modeling (SEM), a three-way…
Comments closedHauck, M., Müller-Hartmann, A., Rienties, B. & Rogaten, J. (2020). Approaches to researching digital-pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3(SI) pp. 5–35. http://doi.org/10.21827/jve.3.36082 Abstract: “For the past two decades, Virtual Exchange (VE) has enjoyed increasing popularity in university education, including initial (language) teacher education programmes (O’Dowd, 2018).…
Comments closedHämäläinen, T., Ifinedo, E., & Rikala, J. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers in Education, 146. https://doi.org/10.1016/j.compedu.2019.103760 Abstract: “To provide a diverse comprehension of teachers’ TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected in practice, this study examined teacher educators’ (TEs’)…
Comments closedHall, J.A., Lei, J. & Wang, Q. The first principles of instruction: an examination of their impact on preservice teachers’ TPACK. Educational Technology Research & Development, 68, 3115–3142. https://doi.org/10.1007/s11423-020-09866-2 Abstract: “The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited.…
Comments closed