Irmak, M., & Yilmaz Tuzun, O. (2018). Investigating pre-service science teachers’ perceived technological pedagogical content knowledge (TPACK) regarding genetics. Research in Science & Technological Education, 37(2), 127-146. https://doi.org/10.1080/02635143.2018.1466778 Abstract: “Understanding pre-service science teachers’ (PSTs) perceived knowledge on a subject and teaching that subject is important to better prepare these teachers for their…
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Holmberg, J., Fransson, G., & Fors, U. (2018). Teachers’ pedagogical reasoning and reframing of practice in digital contexts. International Journal of Information & Learning Technology, 35(2), 130–142. doi: 10.1108/IJILT-09-2017-0084 Abstract: “Purpose – The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’…
Comments closedHavard, B., Nguyen, G.-N., & Otto, B. (2018). The impact of technology use and teacher professional development on U.S. national assessment of educational progress (NAEP) mathematics achievement. Education and Information Technologies, 23, 1897–1918. https://doi.org/10.1007/s10639-018-9696-4 Abstract: “The purpose of this study was to determine the impact of technology use and teacher professional…
Comments closedGenc, M. (2018). The investigation of pre-service science teachers’ self-efficacy toward technological pedagogical content knowledge. Turkish Online Journal of Educational Technology, 16, 451–457. https://azpdf.org/document/y8g389l0-turkish-online-journal-of-educational-technology.html Abstract: “Technological developments in the international arena have affected many countries’ education systems, as well as being in many areas. As a result of the integration in the education…
Comments closedFelix, A., Condy, J., & Chigona, A. (2018). Using technology to enhance pedagogies in rural geography primary classroom in the twenty-first century. Africa Education Review, 15(3), 130-145. https://doi.org/10.1080/18146627.2017.1323556 Abstract: “The purpose of this research was to explore how two rural primary teachers used technology to enhance their pedagogical and content knowledge of…
Comments closedDockendorff, M., & Solar, H. (2018). ICT integration in mathematics initial teacher training and its impact on visualization: The case of GeoGebra. International Journal of Mathematical Education in Science & Technology, 49, 66–84. doi:10.1080/0020739X.2017.1341060 Abstract: “This case study investigates the impact of the integration of information and communications technology (ICT) in mathematics visualization…
Comments closedDemirer, V., Dikmen, C. K. (2018). Investigation of teachers’ opinions concerning FATIH project in the context of technological pedagogical content knowledge. Ilkogretim Online, 17, 26–46. doi:10.17051/ilkonline.2018.413735 Abstract: “With the rapid advancement of technology, several countries initiate new projects to integrate technology into education. Similarly, Turkey launched “Movement of Enhancing Opportunities and Improving…
Comments closedDavids, M. N. (2017). Student responses to an ICT-based e-assessment application for the teaching practicum/teaching practice module. International Journal of Information & Communication Technology Education, 13(3), 15–26. doi:10.4018/IJICTE.2017070102 Abstract: “Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment…
Comments closedCubeles, A., & Riu, D. (2018). The effective integration of ICTs in universities: The role of knowledge and academic experience of professors. Technology, Pedagogy and Education, 27(3), 339-349. https://doi.org/10.1080/1475939X.2018.1457978 Abstract: “Despite the fact that investment in information and communication technologies (ICTs) in universities has increased dramatically, there is no clear evidence that ICTs…
Comments closedCoban, G. U., Akpinar, E., Baran, B., Saglam, M. K., Ozcan, E., & Kahyaoglu, Y. (2016). The evaluation of “technological pedagogical content knowledge-based augmentation practices” training science teachers. Education and Science, 41, 1–33. Abstract: “In science education, creating learning environments supported with technology and students’ use of theory-evidence coordination when expressing their ideas is…
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