Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292-302. https://doi.org/10.1111/j.1365-2729.2005.00135.x Abstract: “This study discusses the evolution of an instructional systems design (ISD) model…
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Wentworth, N., Graham, C. R., & Monroe, E. E. (2009). TPACK development in a teacher education program. In L. T. W. Hin & R. Subramaniam (Eds.), Handbook of research on new media literacy at the K-12 level: Issues and challenges (pp. 823-838). IGI Global. http://www.igi-global.com/bookstore/chapter.aspx?titleid=35953 Abstract: “The teacher education program…
Comments closedHe, W., Zhang, S., Strudler, N., & Means, T. (2012). Integrating a case library with blogs for lesson planning activities. International Journal of Learning Technology, 7(2), 133-153. https://doi.org/10.1504/ijlt.2012.047979 Abstract: “This study explored how combining a case library with blogs can help pre-service teachers plan a lesson with technological pedagogical content…
Comments closedBenson, T. K. (2012). A post-intentional phenomenological case study of pedagogical awareness of technology integration into secondary science teaching (Publication No. 3540869) [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations & Theses Global. Abstract: “Pre-service teachers continue to matriculate through content and methods courses without sufficient attention to how these disciplines…
Comments closedBray, S. E. (2012). The effects of teacher education experiences on the development of preservice teachers’ technological pedagogical content knowledge (Publication No. 3535496) [Doctoral dissertation, University of Virginia]. ProQuest Dissertations & Theses Global. Abstract: “Teacher education programs play an integral role in preparing preservice teachers to integrate technology in their…
Comments closedFoulger, T. S., Buss, R. R., Wetzel, K., & Lindsey, L. (2012). Preservice teacher education benchmarking a standalone ed tech course in preparation for change. Journal of Digital Learning in Teacher Education, 29(2), 48-58. https://doi.org/10.1080/21532974.2012.10784704 Abstract: “In an effort to reform a teacher education program by strengthening content-area preparation and…
Comments closedMouza, C., Karchmer-Klein, R., Nandakumar, R., Ozden, S. Y., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221. https://doi.org/10.1016/j.compedu.2013.09.020 Abstract: “The purpose of this study is to describe an integrated pedagogical approach,…
Comments closedSrisawasdi, N. (2014). Developing technological pedagogical content knowledge in using computerized science laboratory environment: An arrangement for science teacher education program. Research & Practice in Technology Enhanced Learning, 9(1), 123-143. https://rptel.apsce.net/index.php/RPTEL/article/view/2014-09008 Abstract: “Over the last decade, traditional educational practices in teacher education have not provided prospective teachers with all the…
Comments closedWetzel, K., Buss, R., Foulger, T. S., & Lindsey, L. (2014). Infusing educational technology in teaching methods courses: Successes and dilemmas. Journal of Digital Learning in Teacher Education, 30(3), 89-103. http://doi.org/10.1080/21532974.2014.891877 Abstract: “In this action research study, we describe the implementation of a program to infuse technology in general methods courses…
Comments closedFoulger, T. S., Buss, R. R., Wetzel, K., & Lindsey, L. (2015). Instructors’ growth in TPACK: Teaching technology-infused methods courses to preservice teachers. Journal of Digital Learning in Teacher Education, 31(4), 134–147. https://dx.doi.org/10.1080/21532974.2015.1055010 Abstract: “We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full…
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