Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2014). Exploring the profiles and interplays of pre-service and in-service teachers’ technological pedagogical content knowledge (TPACK) in China. Journal of Educational Technology & Society, 18(1), 158-169. https://drive.google.com/file/d/1rEbSIcOFu4EXenKVTh_wOVsaE-h-_7Ji/view Abstract: “This research surveyed three hundred and ninety pre-service and three hundred and…
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Bakir, N. (2016). Technology and teacher education: A brief glimpse of the research and practice that have shaped the field. TechTrends, (60)1, 21-29. http://doi.org/10.1007/s11528-015-0013-4 Abstract: “Technology integration, an integral component of teaching and learning, has been widely investigated during the past several decades as teacher education programs have struggled to implement and model best…
Comments closedAgyei, D. D., & Voogt, J. M. (2015). Pre-service teachers’ TPACK competencies for spreadsheet integration: Insights from a mathematics-specific instructional technology course. Technology, Pedagogy, and Education, 24(5), 605-625. http://doi.org/10.1080/1475939X.2015.1096822 Abstract: “This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the…
Comments closedFlores, A., Park, J., & Bernhardt, S. A. (2016). Learning mathematics and technology through inquiry, cooperation, and communication: A learning trajectory for future mathematics teachers. In M. Niess, S. Driscoll, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 324-352). IGI Global. http://doi.org/10.4018/978-1-5225-0120-6.ch013 Abstract: “This chapter describes…
Comments closedEdson, A. J., & Thomas, A. (2016). Transforming preservice mathematics teacher knowledge for and with the curriculum: The case of digital instructional materials. In M. Niess, S. Driscoll, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 215-240). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch009 Abstract: “In a curriculum system, instructional…
Comments closedPolly, D. & Rock, T. (2016). Elementary education teacher candidates’ integration of technology in the design of interdisciplinary units. TechTrends, 60, 336–343. https://doi.org/10.1007/s11528-016-0059-y Abstract: “In this paper the authors evaluate 85 elementary education teacher candidates’ integration of technology into interdisciplinary units that the candidates wrote during the semester before their full-time student…
Comments closedÖnal, N. (2016). Development, validity and reliability of TPACK scale with pre-service mathematics teachers. International Online Journal of Educational Sciences, 8(2). https://iojes.net/?mod=makale_tr_ozet&makale_id=40852 Abstract: “The purpose of this study is to develop a TPACK (Technological Pedagogical Content Knowledge) scale based on the main components of TPACK framework. The validity and reliability studies of the…
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…
Comments closedJang, S.-J., & Chang, Y. (2016). Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors. Australasian Journal of Educational Technology, 32(1), 107-122. http://dx.doi.org/10.14742/ajet.2289 Abstract: “University science teachers’ technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and…
Comments closedHolland, D. D., & Piper, R. T. (2016). Testing a technology integration education model for millennial preservice teachers: Exploring the moderating relationships of goals, feedback, task value, and self-regulation among motivation and technological, pedagogical and content knowledge competencies. Journal of Educational Computing Research, 54(2), 196-224. https://doi.org/10.1177/0735633115615129 Abstract: “The technology integration education model is…
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