Jung, J., Ding, A. E., Lu, Y. H., Ottenbreit-Leftwich, A., & Glazewski, K. (2020). Is digital inequality a part of preservice teachers’ reasoning about technology integration decisions? American Behavioral Scientist, 64(7), 994-1011. https://doi.org/10.1177/0002764220919141 Abstract: “Teachers’ ability to design meaningful uses of technology for all learners in any classrooms has a potential to narrow…
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Jumar, C. A. (2020). Technological pedagogical content knowledge among teacher educators working in colleges of education. Alochana Chakra Journal, 9(5), 1340-1354. [Link unavailable] Abstract: “The teaching landscape is rapidly changing, the technological rise of the 21st century and widespread integration of those technologies into our society, combined with access to the…
Comments closedJuhji, 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 closedJoubert, 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…
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