Amnouychokanant, V. (2023). Integrated Instruction to Develop Information Literacy Skills of Undergraduate Students. Journal of Higher Education Theory and Practice, 23(18). https://doi.org/10.33423/jhetp.v23i18.6623 Abstract: “This study designed a technologically integrated course to develop the information literacy skills of 100 first-year students from the Faculty of Arts, Silpakorn University, Thailand. The Technological Pedagogical Content…
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Lasak, P. ., Chaichowarat , R. ., & Saeueng, A. . (2023). When teacher educator use Design Thinking (DT) to design learning experiences for mathematics student teacher. Journal of Asian Language Teaching and Learning, 4(3), 1–10. https://so10.tci-thaijo.org/index.php/jote/article/view/1004 Abstract: “This article aims to explore how to use Design Thinking (DT) to create a…
Comments closedGreene, M., Cheng, S.-L., & Jones, M. (2023). Preservice teachers’ technology integration knowledge development in an online technology-based course. International Journal of Instruction, 16(4), 385–404. https://doi.org/10.29333/iji.2023.16423a Abstract: “Technology-based instruction provided during the covid-19 pandemic demonstrated the importance of teachers’ technology integration knowledge. This study examines the impact of a technology-based…
Comments closedKulaksiz, T. (2023). Does individual innovativeness influence TPACK development?: The case of pre-service EFL Ttachers in Türkiye. The Australian Journal of Teacher Education, 48(3). https://doi.org/10.14221/1835-517X.5914 Abstract: “This study aims to investigate how pre-service EFL teachers’ individual innovativeness levels affect their TPACK development during an educational technology course. Employing a quasi-experimental…
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 closedBanasa, J.R. (2010). Teachers’ attitudes toward technology: Considerations for designing preservice and practicing teacher instruction. Community & Junior College Libraries, 16(2), 114-127. https://doi.org/10.1080/02763911003707552 Abstract: “To best design technological pedagogical content knowledge (TPCK) related instruction for preservice teachers or for practicing teachers, community college librarians must have an accurate assessment of…
Comments closedAn, H., Wildera, W. & Limb, K. (2011). Preparing elementary pre-service teachers from a non-traditional student population to teach with technology. Computers in the Schools, 28(2), 170-193. https://doi.org/10.1080/07380569.2011.577888 Abstract: “This article documents the development of a two-stage curriculum intended to improve elementary teacher candidates’ understanding of technology integration. Most students…
Comments closedHaley-Mize, S. (2012). The effect of instructional methodology on pre-service educators’ level of technological pedagogical content knowledge (Publication No. 3477165) [Doctoral dissertation, The University of Southern Mississippi]. ProQuest Dissertations & Theses Global. Abstract: “Technological Pedagogical Content Knowledge (TPACK) is presented by Mishra and Koehler (2006) as a form of complex,…
Comments closedMaddin, E. (2011). Using TPCK with digital storytelling to investigate contemporary issues in educational technology. Journal of Instructional Pedagogies, 7. http://www.aabri.com/manuscripts/11970.pdf Abstract: “Digital storytelling is recognized as a motivating instructional approach that engages students in critical thinking and reflective learning. Technology tools that support digital storytelling are readily available and…
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