Neumann, K.L., Alvarado-Albertorio, F. & Ramírez-Salgado, A. (2021). Aligning with practice: Examining the effects of a practice-based educational technology course on preservice teachers’ potential to teach with technology. TechTrends, 65(6), 1027–1041. https://doi.org/10.1007/s11528-021-00672-y Abstract: “This study was conducted to examine the design of a face-to-face undergraduate educational technology course for preservice teachers. The…
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Aktaş, İ., & Özmen, H. (2022). Assessing the performance of Turkish science pre-service teachers in a TPACK-practical course. Education and Information Technologies, 27(3), 3495–3528. https://doi.org/10.1007/s10639-021-10757-z Abstract: “This study assesses the performance of Turkish science pre-service teachers (PSTs) in a TPACK-Practical Course that consists of the training course and lesson-plan-micro-teaching stages. The subjects…
Comments closedBasori, B. (2023). Supporting TPACK through technology-based instructional plan. ELITE JOURNAL, 5(1), 77-84. http://www.elitejournal.org/index.php/ELITE/article/view/110 Abstract: “Technological Pedagogical Content Knowledge (TPACK) is a framework teachers can follow to implement technology in the classroom. With the presence of technology, mastering English skills and language components is beyond possible. In listening, for instance,…
Comments closedJanssen, N., & Lazonder, A. W. (2016). Supporting pre-service teachers in designing technology-infused lesson plans. Journal of Computer Assisted Learning, 32(5), 456-467. https://doi.org/10.1111/jcal.12146 Abstract: “The present study compared the effectiveness of two types of just-in-time support for lesson planning. Both types contained the same technological information but differed regarding pedagogical and content…
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