Guggemos, J., & Seufert, S. (2021). Teaching with and teaching about technology: Evidence for professional development of in-service teachers. Computers in Human Behavior, 115(2021), 1066613. https://doi.org/10.1016/j.chb.2020.106613 Abstract: “The digital transformation has implications for how and what to teach. For the purpose of professional development, the paper at hand presents a conceptual framework for…
Comments closedCategory: Form of publication
Gozukucuk, M., & Gunbas, N. (2022). Preservice teachers’ design of technology–based reading texts to improve their TPACK. Journal of Education, 202(1), 92–102. https://doi.org/10.1177/0022057420966763 Abstract: “The purpose of this study is to contribute to preservice teachers’ technological pedagogical content knowledge (TPACK). For this purpose, preservice teachers (n = 8) learned visual…
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…
Comments closedGalanti, T. M., Baker, C. K., Morrow-Leong, K. and Kraft, T. (2020). Enriching TPACK in mathematics education: Using digital interactive notebooks in synchronous online learning environments. Interactive Technology and Smart Education, 18(3), 345-361. https://doi.org/10.1108/ITSE-08-2020-0175 Abstract: “Purpose: In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to…
Comments closedFoster, A., & Shah, M. (2020). Principles for advancing game-based learning in teacher education. Journal of Digital Learning in Teacher Education, 36(2), 84–95. https://doi.org/10.1080/21532974.2019.1695553 Abstract: “In this analytical paper, we argue for the centrality of teachers in game-based learning (GBL) interventions. We examine the following research question, “What principles emerge…
Comments closedForkosh-Baruch, A., Phillips, M. & Smits, A. (2021). Reconsidering teachers’ pedagogical reasoning and decision making for technology integration as an agenda for policy, practice and research. Educational Technology Research & Development, 69, 2209–2224. https://doi.org/10.1007/s11423-021-09966-7 Abstract: “This article focuses on preservice and in-service teachers’ pedagogical reasoning, decision making and action concerning…
Comments closedFerranti, C., & De Rossi, M. (2020). The use of video narration to develop soft skills in initial teacher training. Italian Journal of Educational Technology, 28(2), 168-182. https://doi.org/10.17471/2499-4324/1162 Abstract: “The narrative dimension allows us to understand reality and to organize knowledge in a hermeneutical and open way. It is also able…
Comments closedFalloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research & Development, 68, 2449–2472. https://doi.org/10.1007/s11423-020-09767-4 Abstract: “Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their…
Comments closedEutsler, L. (2021). TPACK’s pedagogy and the gradual release of responsibility model coalesce: Integrating technology into literacy teacher preparation. Journal of Research on Technology in Education. 54(3), 327-344. https://doi.org/10.1080/15391523.2020.1858463 Abstract: “This study explored how the pedagogical knowledge construct of TPACK and a scaffolded use of the gradual release of responsibility…
Comments closedEbil, S. H. (2020). The use of E-portfolio for self-reflection to promote learning: A case of TVET students. Education and Information Technologies, 25, 5797–5814. https://dx.doi.org/10.1007/s10639-020-10248-7 Abstract: “The power of reflection is highly acknowledged to promote learning and develop expertise, yet reflective skills are rarely explicitly taught in schools. As a…
Comments closed