Hinojos, M. (2025). From traditional to transformed: Designing a personalized professional learning experience for technology ambassadors. [Doctoral dissertation, Texas Tech University]. TTU Electronic Theses and Dissertations. https://hdl.handle.net/2346/102235 Abstract: “This qualitative case study explores the transformation of traditional professional development (PD) practices into personalized learning experiences for teachers in a mid-to-large…
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Moundridou, M., & Matzakos, N. (2025). Generative AI in an educational technology course for pre-service mechanical engineering educators: A case study. International Journal of Information and Education Technology, 15(5), 867–881. https://www.ijiet.org/show-226-2944-1.html Abstract: “This study explores the integration of Generative Artificial Intelligence (GenAI) tools into an Educational Technology course designed for…
Comments closedKohnke, L., Zou, D., & Xie, H. (2025). Microlearning and generative AI for pre-service teacher education: A qualitative case study. Education and Information Technologies, 30, 21221–21248. https://doi.org/10.1007/s10639-025-13606-5 Abstract: “The rapid emergence of generative artificial intelligence (GenAI) tools has underscored the urgent need for pre-service teachers to develop technological pedagogical content…
Comments closedJang, S. J. (2025). Using video technology with flipped teaching to explore university students’ perception of their SRL and instructors’ TPACK. Journal of Pedagogical and Teacher Professional Development, 2(1), 17-37. https://jptpd.uinkhas.ac.id/index.php/jptpd/article/view/961 Abstract: “This study determines how the use of videos and a blended flipped class model at a university affects…
Comments closedLittle, T. A. W. (2025). Motivating movement: Exploring educators’ perspectives on supporting preservice elementary teachers to pedagogically integrate digital technology into physical education [Doctoral dissertation, University of Victoria]. University of Victoria Electronic Theses and Dissertations (ETD). https://hdl.handle.net/1828/22095 Abstract: “The pandemic of physical inactivity is a critical health issue; one that…
Comments closedBilgiç, E., & Ünveren Bilgiç, E. N. (2023). Investigation of classroom teachers’ technological pedagogical content knowledge in the context of mathematics teaching for inclusive students. The Universal Academic Research Journal, 5(4), 406–417. https://doi.org/10.55236/tuara.1386021 Abstract: “Mathematics teaching has a special place in the process of implementing successful inclusion practices (SIP) for…
Comments closedZaman, K. ul, & Anwar, T. (2024). Investigating science teachers’ technology integration in classrooms: A case study of a private higher secondary school in Karachi, Pakistan. Education and Information Technologies, 29(3), 13663–13682. https://doi.org/10.1007/s10639-023-12393-1 Abstract: “The use of technology in all fields of education has expanded, and investigating the level of…
Comments closedDilling, F., Schneider, R., Weigand, H.-G., & Witzke, I. (2024). Describing the digital competencies of mathematics teachers: Theoretical and empirical considerations on the importance of experience and reflection. ZDM – Mathematics Education, 56(3), 639–650. https://doi.org/10.1007/s11858-024-01560-4 Abstract: “This article presents an extension of the well-known TPACK model to describe the professional…
Comments closedNovitskaya, Y., Gordon, R. R., Hartman, D. K., & Green-Eneix, C. (2025). Curators and mediators of language, content, pedagogy, and technology: Teachers’ expanding roles in fully-online CLIL contexts. Chinese Journal of Applied Linguistics, 48(1), 104–125. https://doi.org/10.1515/CJAL-2025-0104 Abstract: “As world events have morphed teachers’ roles within English medium of instruction (EMI)…
Comments closedPark, Y., Moon, J. & Na, H. (2025). Elementary STEM teachers’ open educational resources and TPACK in a professional learning network: A case study. Online Learning Journal, 29(1), 192-215. https://doi.org/10.24059/olj.v29i1.4102 Abstract: “Research attention to investigating elementary STEM teachers’ Professional Learning Networks (PLNs)has grown. However, what types of Open Educational Resources…
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