Kontkanen, S., Dillon, P., Valtonen, T., Renkola, S., Vesisenaho, M., & Väisänen, P. (2016). Pre-service teachers’ experiences of ICT in daily life and in educational contexts and their proto-technological pedagogical knowledge. Education and Information Technologies, 21(4), 919-943. https://doi.org/10.1007/s10639-014-9361-5 Abstract: “Many pre-service teachers are members of the net generation and are expected to…
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Kihoza, P. D., Zlotnikova, I., Bada, J. K., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspective of TPACK and SAMR models. International Journal of Education and Development using ICT, 12(1), 107-128. http://ijedict.dec.uwi.edu/viewarticle.php?id=2035 Abstract: “With the education systems demand of contemporary technologies, teacher trainees should be…
Comments closedKhine, M. S., Ali, N., & Afari, E. (2016). Exploring relationships among TPACK constructs and ICT achievement among trainee teachers. Education and Information Technologies, 22, 1605–1621. https://doi.org/10.1007/s10639-016-9507-8 Abstract: “Teaching in the classroom today can no longer sustain the interest of students and be effective if the process involves traditional approach –…
Comments closedHolland, D. D., & Piper, R. T. (2016). A technology integration education (TIE) model for millennial preservice teachers: Exploring the canonical correlation relationships among attitudes, subjective norms, perceived behavioral controls, motivation, and technological, pedagogical, and content knowledge (TPACK) competencies. Journal of Research on Technology in Education, 48(3), 212-226. https://doi.org/10.1080/15391523.2016.1172448 Abstract: “Intellectual goods…
Comments closedHeitink, M., Voogt, J., Verplanken, L., van Braak, J., & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers & Education. Advance online publication. doi:10.1016/j.compedu.2016.05.009 Abstract: “This study focused on teachers’ reasoning about the use of technology in practice. Both teachers’ professional reasoning and their technology…
Comments closedHao, Y. (2016). The development of pre-service teachers’ knowledge: A contemplative approach. Computers in Human Behavior, 60, 155-164. doi:10.1016/j.chb.2016.02.054 Abstract: “This study investigates the effects of meditation on enhancing pre-service teacher knowledge based on the framework of technological pedagogical content knowledge (TPACK) by deepening the reflective process. Participants were students enrolled in an ICT…
Comments closedHandal, B., Campbell, C., Cavanagh, M., & Petocz, P. (2016). Characterising the perceived value of mathematics educational apps in preservice teachers. Mathematics Education Research Journal, 28(1), 199-221. doi: 10.1007/s13394-015-0160-0 Abstract: “This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps).…
Comments closedGökçearslan, Ş., Karademir, T., & Korucu, A. T. (2016). Preservice teachers’ level of web pedagogical content knowledge: Assessment by individual innovativeness. Journal of Educational Computing Research, 55(1), 70-94. https://doi.org/10.1177/0735633116642593 Abstract: “Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has…
Comments closedDrummond, A., & Sweeney, T. (2016). Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures? British Journal of Educational Technology. Advance online publication. doi:10.1111/bjet.12473 Abstract: “In recent years, approaches to developing teacher competency in technology integration have moved away from an over emphasis on technological knowledge, to…
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