Huang, L., Li, S., Poitras, E. G., & Lajoie, S. P. (2021). Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration. British Journal of Educational Technology, 52(2), 695–713. https://doi.org/10.1111/bjet.13050 Abstract: “Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential…
Comments closedMonth: November 2021
Huang, L., & Lajoie, S. P. (2021). Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development. Computers & Education, 166(104169). https://doi.org/10.1016/j.compedu.2021.104169 Abstract: “Self-regulated learning (SRL) has a predictable and instrumental effect on learning complicated knowledge. This study investigates the role of SRL in acquiring technological pedagogical content knowledge…
Comments closedHsu, 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 closedHsu, 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 closed