Chatterjee, S., & Parra, J. (2022). Undergraduate students engagement in formal and informal learning: Applying the community of inquiry framework. Journal of Educational Technology Systems, 50(3), 327–355. https://doi.org/10.1177/00472395211062552 Abstract: “The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an…
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Mourlam, D., Chesnut, S., & Bleecker, H. (2021). Exploring preservice teacher self-reported and enacted TPACK after participating in a learning activity types short course. Australasian Journal of Educational Technology, 37(3), 152–169. https://doi.org/10.14742/ajet.6310 Abstract: “Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher…
Comments closedGerard, J. L. (2022). A case study examining how students in an elementary, early childhood, and exceptional child educators preparation program acquire technology skills. [Doctoral Dissertation, Lindenwood University]. Digital Commons@Lindenwood University. https://digitalcommons.lindenwood.edu/cgi/viewcontent.cgi?article=1719&context=dissertations Abstract: “This qualitative case study examined two sections of an educational technologyclass that was part of an elementary,…
Comments closedJin, Y., & Schmidt-Crawford,D. (2022). Preservice teacher cluster memberships in an edtech course: A study of their TPACK development. Computers and Education Open, 3, Article 100089. https://doi.org/10.1016/j.caeo.2022.100089 Abstract: “Researchers have been examining preservice teachers’ development of TPACK in edtech courses for years. However, most empirical studies used small samples to…
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