Jita, T., & Akintunde, M. A. O. (2021). Pre-service teachers’ competence to teach science through ICTs: A case study of Lesotho. The International Journal of Science, Mathematics and Technology Learning, 28(1), 27-40. https://doi.org/10.18848/2327-7971/CGP/v28i01/27-40 Abstract: “The study explored pre-service science teachers’ perceived competencies for integrating information and communication technologies (ICTs) in their teaching…
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Jin, Y., & Harp, C. (2020). Examining preservice teachers’ TPACK attitudes, self-efficacy, and perceptions of teamwork in a stand-alone educational technology course using flipped classroom or flipped team-based learning pedagogies. Journal of Digital Learning in Teacher Education, 36(3), 166–184. https://doi.org/10.1080/21532974.2020.1752335 Abstract: “The study’s purpose was to investigate whether two different pedagogical strategies,…
Comments closedHughes, J. E., Cheah, Y. H., Shi, Y., & Hsiao, K-H. (2020). Preservice and inservice teachers’ pedagogical reasoning underlying their most-valued technology-supported instructional activities. Journal of Computer-Assisted Learning, 36(4), 549–568. https://doi.org/10.1111/jcal.12425 Abstract: “We examined teachers’ pedagogical reasoning for and the technological knowledge underlying their most‐valued technology‐supported activities for teaching and learning. Data from…
Comments closedHsu, Y-Y., & Lin, C-H. (2020). Evaluating the effectiveness of a preservice teacher technology training module incorporating SQD strategies. International Journal of Educational Technology in Higher Education, 17(1), 1–17. https://doi.org/10.1186/s41239-020-00205-2 Abstract: “Preparation to use information and communication technology (ICT) is an important component of preservice language teachers’ training, and various existing teacher…
Comments closedHidayah, F. F., Imaduddin, M., Praptaningrum, D. N. W., & Ristanti, D. A. (2020). Cogenerative dialogue of cross-generation educators to improve chemistry teaching quality through technology. Journal for the Education of Gifted Young Scientists, 8(1), 465-487. https://doi.org/10.17478/jegys.654941 Abstract: “This research showed the efforts of educators in improving the quality of the chemistry…
Comments closedHicks, D., Lisanti, M., & van Hover, S. (2020). Shifting the gaze: (Mis)using actor-network-theory to examine preservice teachers’ uses of digital technologies. Contemporary Issues in Technology and Teacher Education, 20(4), 730-742. https://www.learntechlib.org/primary/p/217448/ Abstract: “This paper responds to the recent call for technoskeptical or critical studies of educational technology in the classroom. The…
Comments closedHayati, E., Nursyifa, A., & Rahmadi, I. F. (2020).TPACK capability preservice teachers civic education in the era of industrial revolution 4.0. Jurnal Pendidikan Indonesia, 9(1), 15-29. https://doi.org/10.23887/jpi-undiksha.v9i1.17982 Abstract: “This research aims to determine the ability of the Technological Pedagogical Content Knowledge (TPACK) of preservice teachers in Civic Education Pamulang University. The method…
Comments closedHawk, N. A., & Nelson, M. J. (2020). The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions. Teaching and Teaching Education, 89. https://doi.org/10.1016/j.tate.2019.103006 Abstract: “This study investigated how field experiences impacted the technology integration beliefs and intentions of prospective preservice teachers. Using structural equation modeling (SEM), a three-way…
Comments closedHall, J.A., Lei, J. & Wang, Q. The first principles of instruction: an examination of their impact on preservice teachers’ TPACK. Educational Technology Research & Development, 68, 3115–3142. https://doi.org/10.1007/s11423-020-09866-2 Abstract: “The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited.…
Comments closedGozukucuk, M., & Gunbas, N. (2022). Preservice teachers’ design of technology–based reading texts to improve their TPACK. Journal of Education, 202(1), 92–102. https://doi.org/10.1177/0022057420966763 Abstract: “The purpose of this study is to contribute to preservice teachers’ technological pedagogical content knowledge (TPACK). For this purpose, preservice teachers (n = 8) learned visual…
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