Mouza, C., Yang, H., Pan, Y-C., Ozden, S. Y., & Pollock, L. (2017). Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK). Australasian Journal of Educational Technology, 33(3), 61-76. https://doi.org/10.14742/ajet.3521 Abstract: “This study presents the design of an educational technology course for…
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Mourlam, D. (2017). Preparing for infusion: Emergence of a model for faculty TPACK development. Journal of Technology and Teacher Education, 25(3), 301-325. https://www.learntechlib.org/p/177836/ Abstract: “As technologies have become ubiquitous in society and within higher education, institutions have begun to invest in the development of faculty to leverage digital technologies during their instruction.…
Comments closedLiuk, P., Taimalu, M., & Suviste, R. (2018). Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Education and Information Technologies, 23, 741-755. https://doi.org/10.1007/s10639-017-9633-y Abstract: “Most countries stress that preparing quality teachers for twenty-first century students is an essential task for teacher training institutions. Besides the skills for how…
Comments closedLin, C-H., Liu, H., & Hu, Y. (2017). Technology and the education of Chinese-language teachers: Where are we now? Journal of Technology and Chinese Language Teaching, 8(1), 1-15. Abstract: “Technology is exerting a profound influence on the development of Chinese-language skills and on the education of teachers of that language around the world.…
Comments closedKaratas, I., Tunc, M.P., Yilmaz, N., & Karaci, G. (2017). An investigation of technological pedagogical content knowledge, self-confidence, and perception of pre-service mathematics teachers towards instructional technologies. Educational Technology & Society, 20(3), 122-132. Abstract: “Technology provides new methods and approaches for educational activities. Therefore, teachers should improve their ability and knowledge to integrate…
Comments closedIncik, E., & Akay, C. (2017). A comprehensive analysis on technopedagogical education competency and technology perception of pre-service teachers: Relation, levels and views. Contemporary Educational Technology, 8(3), 232-248. https://doi.org/10.30935/cedtech/6198 Abstract: “The main purpose of this research is to identify the competency and the perceptions of pre-service teachers on technopedagogical education. While study…
Comments closedHunter, J. (2017). High possibility classrooms as a pedagogical framework for technology integration in classrooms: An inquiry in two Australian secondary schools. Technology, Pedagogy and Education, 26(5), 559-571. https://doi.org/10.1080/1475939X.2017.1359663 Abstract: “Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a…
Comments closedHeitink, M., Voogt, J., Fisser, P., Verplanken, L., & van Braak, J. (2017). Eliciting teachers’ technological pedagogical knowledge. Australasian Journal of Educational Technology, 33(3), 96-109. https://doi.org/10.14742/ajet.3505 Abstract: “This paper starts from the understanding that teachers’ knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this…
Comments closedHarris, J., Phillips, M., Koehler, M. & Rosenberg, J. (2017). TPCK/TPACK research and development: Past, present, and future directions. Australasian Journal of Educational Technology, 33(3), i-viii. https://doi.org/10.14742/ajet.3907 Abstract: “Scholarship addressing technological pedagogical content knowledge (TPCK or TPACK) has examined how to develop, apply, and assess it in diverse educational settings and content…
Comments closedFarrell, I.K., & Hamed, K.M. (2017). Examining the relationship between technological pedagogical content knowledge (TPACK) and student achievement utilizing the Florida value-added model. Journal of Research on Technology in Education, 49(3-4), 161-181. https://doi.org/10.1080/15391523.2017.1328992 Abstract: “Utilizing a correlational research design, we sought to examine the relationship between the technological pedagogical content knowledge (TPACK) of in-service…
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