Joksimovic, M., Robertson, A., Dokic, B., & Drazeta, L. (2018). Technology-based professional development: The case of elementary school teachers in Belgrade. Management, 24(1), 1–11. https://doi.org/10.7595/management.fon.2018.0029 Abstract: “Research question: This paper investigated the correlation between the perceptions of strategies that affect professional development and the obstacles to successful implementation of technology-based professional development. Motivation: The research…
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Janssen, N., Knoef, M., & Lazonder, A. W. (2019). Technological and pedagogical support for pre-service teachers’ lesson planning. Technology, Pedagogy & Education, 28(1), 115–128. https://doi.org/10.1080/1475939X.2019.1569554 Abstract: “Successful use of ICT in the classroom requires thoughtful integration of technology and pedagogical processes during lesson preparation. This study investigated whether the information format…
Comments closedIfinedo, E., Saarela, M., & Hamalanen, T. (2019). Analysing the Nigerian teacher’s readiness for technology integration. International Journal of Education & Development using Information & Communication Technology, 15(3), 34–52. Retrieved from http://ijedict.dec.uwi.edu/viewarticle.php?id=2657 Abstract: “Technology integration promises better quality in education. This integration is challenging to accomplish, especially for teachers in a…
Comments closedHong, H-Y, Lin, P-Y, Chai, C. S., Hung, G-T, & Zhang, Y. (2019). Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities. Computers & Education, 130, 105–120. https://doi.org/10.1016/j.compedu.2018.12.001 Abstract: “Teacher’s reflective capacity is an important means for teachers’ growth in professionalism. This design-based research investigated the effects of…
Comments closedHuang, X. (2018). Theoretical analysis of TPACK knowledge structure of mathematics teachers based on T-TPACK mode. Educational Sciences: Theory & Practice, 18(5), 2044–2053. https://www.researchgate.net/publication/329913569_Theoretical_analysis_of_TPACK_knowledge_structure_of_mathematics_teachers_based_on_T-TPACK_mode Abstract: “In this paper, we explore the T-TPACK knowledge structure of mathematics teachers and conduct [a] questionnaire test on teachers who have supportive attitudes toward using information…
Comments closedHossain, S. F. A., Shan, X., & Nurunnabi, M. (2019). Is M-learning a challenge? Students’ attitudes toward the sustainable learning and performance. International Journal of e-Collaboration, 15(1), 21–37. https://doi.org/10.4018/ijec.2019010102 Abstract: “Over the last few years, students’ learning methods have changed considerably from traditional techniques to e-learning and m-learning. Indeed, mobile learning…
Comments closedHardman, J. (2019). Towards a pedagogical model of teaching with ICTs for mathematics attainment in primary school: A review of studies 2008–2018. Heliyon, 5(5). https://doi.org/10.1016/j.heliyon.2019.e01726 Abstract: “This article reviews literature in the field of ICTs in teaching/learning mathematics at an elementary school level. The findings to date in the field of…
Comments closedHan, I., Han, S., & Shin, W. S. (2019). Teachers’ and students’ perspectives on good teaching using technology in elementary classrooms. International Journal of Information and Communication Technology Education, 15(3), 103–116. https://doi.org/10.4018/ijicte.2019070108 Abstract: “This article describes good teaching with technology from both teachers’ and students’ perspectives through analyzing two distinctive cases…
Comments closedGuzman, D. B. (2019). Technology integration for the professional development of English teachers. Tecné, episteme y didaxis, 46(2), 157 – 168. https://doi.org/10.17227/ted.num46-10545 Abstract: “This paper deals with the intersection of the didactics of English as a Foreign Language (efl) and of Technological Pedagogical Content Knowledge (tpack) to guide teachers in…
Comments closedGoradia, T. (2018). Role of educational technologies utilizing the TPACK framework and 21st century pedagogies: Academics’ perspectives. The International Academic Forum (IAFOR) Journal of Education, 6(3), 43–61. https://doi.org/10.22492/ije.6.3.03 Abstract: “With the rapid development in information technology and the need to acquire 21st century skills, global trends in higher education are shifting…
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