Foster, 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…
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Forkosh-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 closedDolgopolovas, V., Dagiené, V., & Jeviskova, T. (2020). Methodological guidelines for the design and integration of software learning objectives for scientific programming education. Scientific Programming, 2020(807515). https://doi.org/10.1155/2020/6807515 Abstract: “The motivation for the research is the need to develop an integrated and holistic approach to fostering students’ scientific inquiry based on…
Comments closedDee-Chan, R. (2020). Introducing the technological pedagogical content knowledge (TPACK) framework to the University of Santo Tomas Faculty of Medicine and Surgery. Journal of Medicine, University of Santo Tomas, 4(1), 474-476. https://doi.org/10.35460/2546-1621.2019-0054 Abstract: “Technological developments affect both teaching and learning. The inclusion of educational technologies provides a tremendous boost and…
Comments closedDalal, M., Archambault, L., & Shelton, C. (2021). Fostering the growth of TPACK among international teachers of developing nations through a cultural exchange program. Australasian Journal of Educational Technology, 37(1), 43–56. https://doi.org/10.14742/ajet.5964 Abstract: “This study investigated the impact of a semester-long technology course as part of a higher education cultural…
Comments closedChing, G.S., & Roberts, A. (2020). Evaluating the pedagogy of technology integrated teaching and learning: An overview. International Journal of Research Studies in Education, 9(6), 37-50. https://doi.org/10.5861/ijrse.2020.5800 Abstract: “The advent of COVID-19 has critically changed how we perceived the process of teaching and learning today. To cope with these changes,…
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