Holovatenko, T. (2023). Developing digital collaboration skills of elementary school pre-service teachers of English using Bloom’s Taxonomy. In J. DeHart (Ed.), Innovations in digital instruction through virtual environments (pp. 60-83). IGI Global. https://doi.org/10.4018/978-1-6684-7015-2.ch004 Abstract: “Lockdown due to COVID-19 has rapidly increased the level of digitalization of higher education. The chapter…
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Steyn, E. M. (2022). An analysis of primary school teachers’ current levels of technological pedagogical content knowledge [Master’s thesis, University of Johannesburg]. University of Johannesburg Institutional Repository (UJIR). https://hdl.handle.net/10210/503269 Abstract: “A radical transformation in educational practices is needed in order to adequately prepare learners to be successful in the 21st…
Comments closedAğaoğlu, A. & Bavlı, B. (2023). Teaching English as a foreign language: Technology ıntegration in testing and assessment, E-International Journal of Educational Research, 14(1), 1-19. https://doi.org/10.19160/e-ijer.1124944 Abstract: “The aim of this study is to discover how EFL teachers who teach young learners interpret their knowledge and skills, beliefs, attitudes, and…
Comments closedNilsson, & Lund, J. (2023). Design for learning – involving teachers in digital didactic design (D3). Interactive Technology and Smart Education, 20(1), 142-159. https://doi.org/10.1108/itse-08-2021-0143 Abstract: “Purpose – This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at…
Comments closedWang, A., Yu, S., Wang, M. & Chen, L. (2023). Effects of the visual analytics of peer feedback on teachers’ TPACK development in a lesson study. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2023.2204354 Abstract: “Teacher networks and communities have played an important role in teacher professional development. In such contexts,…
Comments closedRukmana, D., & Handayani, S. L. (2021). Exploring the profiles of pre-service teachers technological pedagogical content knowledge (TPACK) on earth and space science offline and online course. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 11(1), 42-57. http://doi.org/10.25273/pe.v11i1.7882 Abstract: “This study reveals the comparison of the TPACK profiles of pre-service elementary…
Comments closedZhou, X., Padron, Y., & Waxman, H. (2022). Exploring the relationship between professional development experience and skills in educational technology integration among primary EFL teachers. Contemporary Educational Technology, 14(1), Article ep328. https://doi.org/10.30935/cedtech/11365 Abstract: “The purpose of this study was to investigate whether there are differences in professional development (PD) opportunities…
Comments closedGarcía-Lázaro, I., Conde-Jiménez, J., & Colás-Bravo, M. P. (2022). Integration and management of technologies through practicum experiences: A review in preservice teacher education (2010-2020). Contemporary Educational Technology, 14(2), 352–371. https://doi.org/10.30935/cedtech/11540 Abstract: “The presence and use of technologies in educational settings is constantly increasing. Therefore, initial teacher education needs to prepare…
Comments closedYurniwati, & Utomo, E. (2022). The synthesis of qualitative evidence-based learning by design model to improve TPACK of prospective mathematics teacher. Journal of Physics: Conference Series, 2157, Article 012044. https://doi.org/10.1088/1742-6596/2157/1/012044 Abstract: “Teachers in the 21st century are required to have the ability to integrate technology for content knowledge and teaching…
Comments closedAbebe, F. (2021). Pre-service teachers’ technological pedagogical content knowledge (TPACK self-efficacy and development in K-6 math (Publication No. 130) [Doctoral dissertation, University of Nebraska-Lincoln]. Digital Commons@University of Nebraska-Lincoln. https://digitalcommons.unl.edu/teachlearnstudent/130 Abstract: “The purpose of this study was threefold. First, it examined K-6 pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy for…
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