Hughes, J. E. (2013). Descriptive indicators of future teachers’ technology integration in the PK-12 classroom: Trends from a laptop-infused teacher education program. Journal of Educational Computing Research, 48(4), 491-516. https://doi.org/10.2190/ec.48.4.e Abstract: “This research examined preservice teacher graduates’ positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across…
Comments closedTag: preservice teachers
Han, I., Eom, M., & Shin, W. S. (2013). Multimedia case-based learning to enhance pre-service teachers’ knowledge integration for teaching with technologies. Teaching & Teacher Education, 34, 122-129. http://doi.org/10.1016/j.tate.2013.03.006 Abstract: “This study investigates the effects of case-based learning on pre-service teachers’ knowledge integration related to teaching with technologies. 78 pre-service…
Comments closedGao, P., & Mager, G. M. (2013). Constructing embodied understanding of technological pedagogical content knowledge: Preservice teachers learning to teach with information technology. International Journal of Social Media and Interactive Learning Environments, 1(1), 74-92. https://doi.org/10.1504/ijsmile.2013.051654 Abstract: “This paper reports the key findings of a qualitative, exploratory study on preservice teachers’…
Comments closedDexter, S., Herring, M., & Thomas T. (2012). Editorial: Technology leadership for the teacher education initiative. Contemporary Issues in Technology and Teacher Education, 12(3), 255-263. https://www.learntechlib.org/p/42007/ Abstract: “Teacher education leaders must attend to leadership practices that set direction, develop people, and redesign their programs of teacher education in order to…
Comments closedKaraca, F. (2015). An investigation of preservice teachers’ technological pedagogical content knowledge based on a variety of characteristics. International Journal of Higher Education, 4(4), 128-136. http://doi.org/10.5430/ijhe.v4n4p128 Abstract: “A survey research was conducted to examine pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) and how it differs based on a variety of…
Comments closedMessina, L., & Tabone, S. (2013). Technology proficiency, TPACK and beliefs about technology: A survey with primary school student teachers. Research on Education and Media, 5(1), 11-30. https://www.researchgate.net/publication/255826206_L_Messina_S_Tabone_2013_Technology_proficiency_TPACK_and_beliefs_about_technology_A_survey_with_primary_school_student_teachers_REM-Research_on_Education_and_Media_5111-29_ISSN_2037-0849 Abstract: “The present research aimed at investigating some features characterising the profile of 79 student teachers at the end of their pre-service…
Comments closedMaderick, J. A. (2013). Validity of subjective self-assessment of digital competence among undergraduate preservice teachers (Publication No. 3601594 ) [Doctoral dissertation, University of Nevada, Las Vegas]. Proquest Dissertation & Theses Global. Abstract: “Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st…
Comments closedZelkowski, J., Gleason, J., Cox, D.C., & Bismarck, S. (2013). Developing and validating a reliable TPACK instrument for secondary mathematics preservice teachers. Journal of Research on Technology in Education, 46(2), 173-206. https://doi.org/10.1080/15391523.2013.10782618 Abstract: “Within the realm of teaching middle and high school mathematics, the ability to teach mathematics effectively using…
Comments closedYoung, J.R., Young, J.L., & Hamilton, C. (2013). The use of confidence intervals as a meta-analytic lens to summarize the effects of teacher education technology courses on preservice teacher TPACK. Journal of Research on Technology in Education, 46(2), 149-172. https://doi.org/10.1080/15391523.2013.10782617 Abstract: “The validity and reliability of the Technological Pedagogical Content…
Comments closedTokmak, H., Incikabi, L., & Ozgelen, S. (2013). An investigation of change in mathematics, science, and literacy education pre-service teachers’ TPACK. Asian-Pacific Education Researcher, 22(4), 407-415. https://doi.org/10.1007/s40299-012-0040-2 Abstract: “This quasi-experimental research study aimed to investigate the effect of technological, pedagogical, and content knowledge (TPACK)-based course design on mathematics, science, and…
Comments closed