Mei, B., Brown, G. T. L., & Teo, T. (2017). Toward an understanding of preservice English as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research, 56(1), 74–104. https://doi.org/10.1177/0735633117700144 Abstract: “Despite the rapid proliferation of information and communication technologies,…
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Limbong, E. (2016). Designing and developing supplemental technology and PACI model materials through blended learning methods. Journal of Culture, English Language Teaching & Literature, 16(2), 271-304. Retrieved from http://journal.unika.ac.id/index.php/celt/article/view/771/pdf_13 Abstract: “The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK), integrating various Pedagogical Knowledge (PK) and…
Comments closedGonzalez, M. J., & González-Ruiz, I. (2017). Behavioural intention and pre-service mathematics teachers’ technological pedagogical content knowledge. Eurasia Journal of Mathematics, Science & Technology Education, 13(3), 601-620. doi:10.12973/eurasia.2017.00635a Abstract: “Teachers’ beliefs, together with sound technological pedagogical content knowledge (TPACK), are directly related to the effective integration of technology in mathematics teaching. This…
Comments closedAugustin, R. R., & Liliasari, L. (2017). Investigating pre-service science teachers (PSTs)’ technological pedagogical content knowledge through extended content representation (CoRe). Journal of Physics: Conference Series, 812(012103). doi:10.1088/1742-6596/812/1/012103 Abstract: “The purpose of this study was to attain an insight into pre-service science teachers’ technological pedagogical content knowledge (TPACK) as an integrative competency…
Comments closedAnderson, S., Grifith, R., & Crawford. L. (2017). TPACK in special education: Preservice teacher decision making while integrating iPads into instruction. Contemporary Issues in Technology and Teacher Education, 17(1). Retrieved from http://www.citejournal.org/volume-17/issue-1-17/general/tpack-in-special-education-preservice-teacher-decision-making-while-integrating-ipads-into-instruction Abstract: “This study provides insight into preservice teachers’ experiences with integrating technology into lessons with children who had mild learning…
Comments closedAltun, T., & Akyildiz, S. (2017). Investigating student teachers’ technological pedagogical content knowledge (TPACK) levels based on some variables. European Journal of Education Studies, 3(5), 467-485. Retrieved from http://oapub.org/edu/index.php/ejes/article/download/681/1916&hl Abstract: “This study investigates pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) levels based on different variables. A total of 609 final year student…
Comments closedMulder, D.J. (2017). Pre-service teachers’ perceptions of their abilities for technology integration: A mixed-methods case study (Doctoral dissertation). Retrieved from http://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2336&context=td Abstract: “This case study was developed to understand pre-service teachers’ perceptions of their abilities to integrate technology into the classroom, and to understand their perceptions of how those abilities developed. The case…
Comments closedHallikainen, C. (2017). Pre-service primary teachers’ technological pedagogical knowledge analysis of pre-service teachers’ lesson plans [Master’s thesis, University of Eastern Finland]. http://epublications.uef.fi/pub/urn_nbn_fi_uef-20170905/urn_nbn_fi_uef-20170905.pdf Abstract: “The march of technology creates new learning goals and challenges teachers to improve their technological skills. Teacher education’s task is to prepare pre-service teachers to confront these challenges and guide…
Comments closedDavis, E. B. (2017). A mixed-methods study of a teacher preparation program: Preservice teachers’ perceived preparedness to integrate technology effectively (Publication No. 10278387) [Doctoral dissertation, Gardner-Webb University]. ProQuest Dissertations and Theses Global. Abstract: “The purpose of this study was to examine the extent to which preservice teachers within a teacher preparation program perceived themselves…
Comments closedPhillips, M. (2017). The influence of an international context on a teacher educator’s knowledge, practice, and identity. In A. Fitzgerald, G. Parr, & J. Williams (Eds.), Narratives of learning through international professional experience (pp. 125-138). Springer Singapore. https://doi.org/10.1007/978-981-10-4867-8_9 Abstract: “The knowledge required by pre-service teachers has been explored by a range of researchers with…
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