Pörn, R., Braskén, M., Wingren, M., & Andersson, S. (2024). Attitudes towards and expectations on the role of artificial intelligence in the classroom among digitally skilled Finnish K-12 mathematics teachers. LUMAT: International Journal on Math, Science and Technology Education, 12(3). https://doi.org/10.31129/lumat.12.3.2102 Abstract: “The growing impact and importance of artificial intelligence…
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Valtonena, T., Pontinena, S., Kukkonena, J., Dillona, P., Väisänena, P., & & Hacklina, S. (2011). Confronting the technological pedagogical knowledge of Finnish net generation student teachers. Technology, Pedagogy and Education, 20(1), 3-18. https://doi.org/10.1080/1475939X.2010.534867 Abstract: “The research reported here is concerned with a critical examination of some of the assumptions concerning…
Comments closedKiru, E. W. (2023). Teacher cooperation and education levels as contributors of teachers’ ICT use. International Dialogues on Education Journal, 10(1), 27–68. https://idejournal.org/index.php/ide/article/view/285 Abstract: “Globally, there is considerable investment in education technologies leading to increased attention from stakeholders (Trucano, 2017). For a deeper understanding about the implementation of various technologies,…
Comments closedAlhonkoski, M., Veermans, M., Artukka, K., & Salminen, L. (2022). The perspectives of healthcare teachers on their technological pedagogical content knowledge of three-dimensional technology: A mixed methods study. CIN: Computers, Informatics, Nursing, 40(11), 743-753. https://doi.org/10.1097/CIN.0000000000000876 Abstract: “In the future, healthcare teachers will need to have evidence-based teaching strategies. Moreover, three-dimensional…
Comments closedOikarinen, R. M., Oikarinen, J. K., Havu-Nuutinen, S., & Pöntinen, S. (2022). Students’ collaboration in technology-enhanced reciprocal peer tutoring as an approach towards learning mathematics. Education and Information Technologies, 27, 7519–7548. https://doi.org/10.1007/s10639-021-10799-3 Abstract: “Technology-enhanced Reciprocal Peer Tutoring (RPT) was carried out with Finnish, nine to ten year-old primary school students…
Comments closedSothayapetch, P., & Lavonen, J. (2022). Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), Article em2124. https://doi.org/10.29333/ejmste/12118 Abstract: “Technological pedagogical content knowledge (TPACK) is important for teaching science during the COVID-19 pandemic.This paper investigates the…
Comments closedKontkanen, S., Dillon, P., Valtonen, T., Eronen, L., Koskela, H., & Väisänen, P. (2016). Students’ experiences of learning with iPads in upper secondary school – A base for proto-TPACK. Education and Information Technologies, 22, 1299–1326. https://doi.org/10.1007/s10639-016-9496-7 Abstract: “This research focuses on Finnish students’ (n = 84) experiences of using personal iPads in their studies…
Comments closedValtonen, T., Kontkanen, S., Kukkonen, J., Sointu, E., & Pontinen, S. (2017). Insights into pre-service teachers’ TPACK. In L. Liu & D. C. Gibson (Eds.), Research highlights in technology and teacher education 2017(pp. 13–20). Waynesville, NC: AACE. Abstract: “This research focuses on pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK). Research data…
Comments closedValtonen, T., Kukkonen, J., Kontkanen, S., Makitalo-Siegl, K., & Sointu, E. (2018). Differences in pre-service teachers’ knowledge and readiness to use ICT in education. Journal of Computer Assisted Learning, 34(2), 174-18. https://doi.org/10.1111/jcal.12225 Abstract: “The aim of this paper is to provide insights into differences between pre-service teachers based on the areas of…
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