Maspul, K. A. (2024). Enhancing project-based learning in STEM education with integrated technology and coding. Journal of Intelligent Systems and Information Technology, 1(1), 16–24. https://doi.org/10.61971/jisit.v1i1.20 Abstract: “This extensive study explores the advantages and significance of incorporating technology and coding into project-based learning to improve STEM education. This integration improves students’…
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Cheng, E.C.K., Lander, B., & Kuramoto, T. (2024). Creating conditions for transposing lesson study. In E.C.K. Cheng, & B. Lander (Eds.), Implementing a 21st century competency-based curriculum through lesson study. Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003374107-16/creating-conditions-transposing-lesson-study-eric-cheng-bruce-lander-tetsuo-kuramoto Abstract: “This chapter emphasises the value of Lesson Study in implementing the 21st-century curriculum and addressing the challenges…
Comments closedNelson, J., Christopher, A., & Mims, C. (2009). TPACK and Web 2.0: Transformation of teaching and learning. TechTrends, 53(5), 80-87. https://doi.org/10.1007/s11528-009-0329-z Abstract: “Web 2.0 technologies provide possibilities for sharing and building knowledge. Teachers who facilitate collaborative and interdisciplinary projects build on the unique strengths of individual students and encourage the…
Comments closedWetzel, K., Foulger, T. S., Williams, M. K. (2008-2009). The evolution of the required educational technology course. Journal of Computing in Teacher Education, 25(2), 67-71. https://doi.org/10.1080/10402454.2008.10784611 Abstract: “University instructors discuss a required educational technology course in a teacher education program and the impact of two forces: (a) Technological Pedagogical and…
Comments closedJohnson, L. D. (2012). The effect of design teams on preservice teachers’ technology integration (Publication No. 3550513) [Doctoral dissertation, Syracuse University]. ProQuest Dissertations & Theses Global. Abstract: “This study examined the effect of a specific instructional approach called design teams on preservice teachers’ attitudes toward technology, their technology skills, and…
Comments closedLiu, S-H. (2013). Exploring the instructional strategies of elementary school teachers when developing technological, pedagogical, and content knowledge via a collaborative professional development program. International Education Studies, 6(11), 58-68. http://doi.org/10.5539/ies.v6n11p58 Abstract: “The technological, pedagogical, and content knowledge (TPACK) framework has been regarded as potentially effective in helping teachers integrate technology…
Comments closedDonna, J. D., & Miller, B. G. (2013). Using cloud-computing applications to support collaborative scientific inquiry: Examining pre-service teachers’ perceived barriers towards integration. Canadian Journal of Learning and Technology, 39(3), 1-17. https://doi.org/10.21432/t2101p Abstract: “Technology plays a crucial role in facilitating collaboration within the scientific community. Cloud-computing applications, such as Google…
Comments closedKafyulilo, A., Fisser, P., & Voogt, J. (2014). Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania. Education and Information Technologies, 19(2), 1–18. http://doi.org/10.1007/s10639-014-9321-0 Abstract: “This study investigated the impact of teacher design teams as a professional development…
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