Xie, K., Kim, M., Cheng, S., & Luthy, N. (2017). Teacher professional development through digital content evaluation. Educational Technology Research & Development, 65(4), 1067– 1103. doi:10.1007/s11423-017-9519-0 Abstract: “In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in…
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Vasinda, S., Ryter, D. A., Hathcock, S., & Wang, Q. (2017). Access is not enough: A collaborative autoethnographic study of affordances and challenges of teacher educators’ iPad integration in elementary education methods courses. Contemporary Issues in Technology and Teacher Education, 17(3), 411–431. Retrieved from https://www.learntechlib.org/p/173508/. Abstract: “Research indicates that preservice teachers’ understandings of how…
Comments closedVan Vaerenewyck, L. M., Shinas, V. H., & Steckel, B. (2017). Sarah’s story: One teacher’s enactment of TPACK+ in a history classroom. Literacy Research and Instruction, 56(2), 158–175. doi:10.1080/19388071.2016.1269267 Abstract: “This article presents a descriptive case study that describes a secondary history teacher’s expression of sociocultural-oriented technological pedagogical content knowledge (TPACK)…
Comments closedValtonen, T., Kukkonen, J., Kontkanen, S., Makitalo-Siegl, K., & Sointu, E. (2018). Differences in pre-service teachers’ knowledge and readiness to use ICT in education. Journal of Computer Assisted Learning, 34(2), 174-18. https://doi.org/10.1111/jcal.12225 Abstract: “The aim of this paper is to provide insights into differences between pre-service teachers based on the areas of…
Comments closedTurgut, Y. (2017). A comparison of pre-service, in-service and formation program for teachers’ perceptions of technological pedagogical content knowledge (TPACK) in English language teaching (ELT). Educational Research and Reviews, 12(22), 1091–1106. doi:10.5897/ERR2017.3311 Abstract: “In view of the rapid advancement of technology, technological pedagogical content knowledge (TPACK) has been extensively studied. However, research…
Comments closedThomas, G. J., & Munge, B. (2017). Innovative outdoor fieldwork pedagogies in the higher education sector: Optimising the use of technology. Journal of Outdoor & Environmental Education, 20, 7-13. Abstract: “Outdoor fieldwork has been a long-standing pedagogy in the higher education sector, across a range of disciplines. Based on a review of the literature,…
Comments closedSpiteri, M., & Chang Rundgren, S. (2017). Maltese primary teachers’ digital competence: implications for continuing professional development. European Journal of Teacher Education, 40(4), 521–534. doi:10.1080/02619768.2017.1342242 Abstract: “Learning with technology during primary school years will equip students with dispositions to continue learning with evolving technology throughout their lifetime and it is the responsibility of…
Comments closedSlough, S. W., & Chamblee, G. E. (2017). 21st century pedagogical content knowledge and science teaching and learning. Journal of Computers in Mathematics & Science Teaching, 36(2), 173–187. Retrieved from https://www.learntechlib.org/p/177942/. Abstract: “Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology…
Comments closedScherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67–80. doi:10.1016/j.chb.2017.11.003 Abstract: “A large body of literature suggests that attitudes toward technology and its educational use are…
Comments closedNave, R., Ackerman, R., & Dori, Y. J. (2017). Medical community of inquiry: A diagnostic tool for learning, assessment, and research. Interdisciplinary Journal of E-Learning & Learning Objects, 13, 1–17. doi:10.28945/3632 Abstract: “These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to…
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