Yildiz, E., & Arpaci, I. (2024). Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12614-1 Abstract: “The research investigated the “Technological Pedagogical Content Knowledge” (TPACK) of pre-service mathematics teachers and its impact on their sustained intention to utilize GeoGebra…
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Kim, H., Song, J., & Ha, S. (2024). TPACK expression patterns in preservice teachers’ design of innovative physics teaching and learning materials. Journal of Computer Assisted Learning. Portico. https://doi.org/10.1111/jcal.12965 Abstract: “Background: TPACK is a widely used framework for assessing teachers’ competence in integrating technology in education. However, previous studies have…
Comments closedFoulger, T. (2023). Technology infusion in teacher preparation. In EdTechnica: The open encyclopedia of educational technology. https://doi.org/10.59668/371.14237 Abstract: “A technology-infused preparation program teaches candidates how to use technology as a program-deep and program-wide curricular area. The goal of an infused program is to graduate PK-12 educators who are technology-capable from…
Comments closedAdnan, M., Tondeur, J., Scherer, R., & Siddiq, F. (2024). Profiling teacher educators: ready to prepare the next generation for educational technology use? Technology, Pedagogy and Education. https://doi.org/10.1080/1475939x.2024.2322481 Abstract: “This study explores ICT profiles of teacher educators to understand personal, pedagogical and organisational factors affecting technology use in teacher education.…
Comments closedGreene, M., Cheng, S.-L., & Jones, M. (2023). Preservice teachers’ technology integration knowledge development in an online technology-based course. International Journal of Instruction, 16(4), 385–404. https://doi.org/10.29333/iji.2023.16423a Abstract: “Technology-based instruction provided during the covid-19 pandemic demonstrated the importance of teachers’ technology integration knowledge. This study examines the impact of a technology-based…
Comments closedMeaney, T., Huru, H. L., & Kvivesen, M. (2023). Preservice and inservice teachers’ views on digital tools for diverse learners in mathematics education. Nordic Studies in Mathematics Education, 28(3-4), 103-123. https://www.researchgate.net/publication/377116745_Preservice_and_inservice_teachers%27_views_on_digital_tools_for_diverse_learners_in_mathematics_education#fullTextFileContent Abstract: “Although teachers are expected to use digital tools in their mathematics teaching in many countries, little is known…
Comments closedAli, A., & Waer, A. (2023). Integrating TPACK in a pre-service teachers’ EFL course: Impacts on perception, knowledge, and practices. The Australian Journal of Teacher Education, 48(3). https://doi.org/10.14221/1835-517X.6089 Abstract: “Most research that has explored integrating the Technological Pedagogical Content Knowledge (TPACK) framework into teacher education programs primarily utilized context-unspecific self-report…
Comments closedKulaksiz, T. (2023). Does individual innovativeness influence TPACK development?: The case of pre-service EFL Ttachers in Türkiye. The Australian Journal of Teacher Education, 48(3). https://doi.org/10.14221/1835-517X.5914 Abstract: “This study aims to investigate how pre-service EFL teachers’ individual innovativeness levels affect their TPACK development during an educational technology course. Employing a quasi-experimental…
Comments closedBwalya, A., Rutegwa, M., & Mapulanga, T. (2024). Developing pre-service Biology teachers’ Technological Pedagogical Content Knowledge through a TPACK-based course. European Journal of Educational Research, 13(1), 263-278. https://doi.org/10.12973/eu-jer.13.1.263 Abstract: “This study investigated pre-service biology teachers’ (PSBTs’) technological pedagogical content knowledge (TPACK) development. A TPACK-based technology integration course (TPACK-BTIC) was implemented.…
Comments closedIm, R., Thy, S., Iwayama, T., & Osa, M. (2024). Cambodian STEM pre-service teachers’ competency in effective information communication technology integration teaching based on technological pedagogical content knowledge framework. Journal of Science and Education, 4(2), 97-108. https://doi.org/10.12691/education-12-3-4 Abstract: “This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service…
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