Janssen, N., & Lazonder, A. W. (2016). Supporting pre-service teachers in designing technology-infused lesson plans. Journal of Computer Assisted Learning, 32(5), 456-467. https://doi.org/10.1111/jcal.12146 Abstract: “The present study compared the effectiveness of two types of just-in-time support for lesson planning. Both types contained the same technological information but differed regarding pedagogical and content…
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Jang, S.-J., & Chang, Y. (2016). Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors. Australasian Journal of Educational Technology, 32(1), 107-122. http://dx.doi.org/10.14742/ajet.2289 Abstract: “University science teachers’ technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and…
Comments closedHsu, L. (2016). Are you ready to use technology in EFL teaching? Examining psychometric properties of EFL teachers’ technological pedagogical content knowledge (TPACK) scale. International Research in Education, 4(1), 97-110. https://doi.org/10.5296/ire.v4i1.8740 Abstract: “It has been confirmed that technology can be beneficial for students’ academic performance, including in the field of computer-assisted language learning (CALL).…
Comments closedHolland, D. D., & Piper, R. T. (2016). Testing a technology integration education model for millennial preservice teachers: Exploring the moderating relationships of goals, feedback, task value, and self-regulation among motivation and technological, pedagogical and content knowledge competencies. Journal of Educational Computing Research, 54(2), 196-224. https://doi.org/10.1177/0735633115615129 Abstract: “The technology integration education model is…
Comments closedGao, P., Tan, S. C., Wang, L., Wong, A. F. L., & Choy, D. (2011). Self-reflection and preservice teachers’ technological pedagogical content knowledge: Promoting earlier adoption of student-centered pedagogies. Australasian Journal of Educational Technology, 27(6), 997-1013. https://doi.org/10.14742/ajet.925 Abstract: “The purpose of this paper is to present the qualitative findings relating to fourteen preservice teachers’…
Comments closedErsanli, C. Y. (2016). Improving technological pedagogical content knowledge (TPACK) of pre-service English language teachers. International Education Studies, 9(5), 18-27. https://doi.org/10.5539/ies.v9n5p18 Abstract: “Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week…
Comments closedCourduff, J., Szapkiw, A., & Wendt, J. L. (2016). Grounded in what works: Exemplary practice in special education teachers’ technology integration. Journal of Special Education Technology, 31(1), 26-38. https://doi.org/10.1177/0162643416633333 Abstract: “The purpose of this systematic grounded theory study was to extend the theoretical foundations of the technology acceptance model (TAM) and the technological pedagogical…
Comments closedBouck, E. C. (2016). A national snapshot of assistive technology for students with disabilities. Journal of Special Education Technology, 31(1), 4-13. https://doi.org/10.1177/0162643416633330 Abstract: “Assistive technology (AT)—included in the Individuals with Disabilities Education Act since 1990—supports students with disabilities. Yet, research repeatedly suggests an underutilization of AT. This study represents a secondary analysis of…
Comments closedBoschman, F., McKenney, S., Pieters, J., & Voogt, J. (2016). Exploring the role of content knowledge in teacher design conversations. Journal of Computer Assisted Learning, 32(2), 157-169. https://doi.org/10.1111/jcal.12124 Abstract: “This study investigated the role of content knowledge in conversations of kindergarten teachers during collaborative curriculum design of learning material for technology-enhanced learning. Two…
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