Edson, 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…
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Polly, 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…
Comments closedGao, P., Tan, S. C., Wang, L., Wong, A. F. L., & Choy, D. (2011). Self-reflection and preservice teachers’ technological pedagogical content knowledge: Promoting earlier adoption of student-centered pedagogies. Australasian Journal of Educational Technology, 27(6), 997-1013. https://doi.org/10.14742/ajet.925 Abstract: “The purpose of this paper is to present the qualitative findings relating to fourteen preservice teachers’…
Comments closedErsanli, C. Y. (2016). Improving technological pedagogical content knowledge (TPACK) of pre-service English language teachers. International Education Studies, 9(5), 18-27. https://doi.org/10.5539/ies.v9n5p18 Abstract: “Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week…
Comments closedBilici, S. C., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251. https://doi.org/10.1080/02635143.2016.1144050 Abstract: “Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs…
Comments closedBanas, J. R., & York, C. S. (2014). Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Australasian Journal of Educational Technology, 30(6), 728-746. https://doi.org/10.14742/ajet.362 Abstract: “This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers’ technology integration…
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