Milner-Bolotin, M. (2015). Technology-enhanced teacher education for [the] 21st century: Challenges and possibilities. In X. Ge, D. Ifenthaler, & J. M. Spector (Eds.), Emerging technologies for STEAM education (pp. 133-153). Springer. http://doi.org/10.1007/978-3-319-02573-5_8 Abstract: “Science, Technology, Engineering, Art and Mathematics (STEAM) education goals have transformed dramatically during the last half of the century. Presently,…
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Lehtinen, A., Nieminen, P., & Viiri, J. (2016). Preservice teachers’ TPACK beliefs and attitudes toward simulations. Contemporary Issues in Technology and Teacher Education, 16(2). Retrieved from http://www.citejournal.org/volume-16/issue-2-16/science/preservice-teachers-tpack-beliefs-and-attitudes-toward-simulations/ Abstract: “This study investigated the effect of an intervention regarding the use of simulations in science teaching on primary school preservice science teachers’ (n =…
Comments closedKapıcı, H.Ö., Akçay, H., & İnaltekin, T. (2015). The impact of technology based learning on the beliefs and attitudes of pre-service teachers. International Journal of Humanities and Education, 1(2), 154-167. https://dergipark.org.tr/tr/download/article-file/357546 Abstract: “The purpose of study is to examine the effectiveness of the computer and internet-supported science lesson in terms of…
Comments closedSintema, E. J. (2017). Pre-service primary teachers’ TPACK profiles and attitudes toward integration of ICT in mathematics teaching (Master’s thesis, University of Valladolid, Castile and Leon, Spain). Abstract retrieved from http://uvadoc.uva.es/handle/10324/23187 Abstract: “Teachers’ information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. While the…
Comments closedYerdelen-Damar, S., Boz, Y., &Aydin-Günbatar, S. (2017). Mediated effects of technology competencies and experiences on relations among attitudes towards technology use, technology ownership, and self-efficacy about technological pedagogical content knowledge. Journal of Science Education and Technology, 26, 394–405. https://doi.org/10.1007/s10956-017-9687-z Abstract: “This study examined the relations of preservice science teachers’ attitudes towards technology…
Comments closedBaturay, M., Gokcearslan, S., & Sahin, S. (2017). Associations among teachers’ attitudes towards computer-assisted education and TPACK competencies. Informatics in Education, 16(1), 1-23. https://infedu.vu.lt/journal/INFEDU/article/67/info Abstract: “The current study investigates the attitudes of teachers towards Computer-Assisted Education (CAE) and their knowledge of technology, pedagogy and content via TPACK model that assesses the…
Comments closedArar, K., & Abramovitz, R. (2017). Teacher-related factors in assimilation of technological change in schools: The case of an Arab school in Israel. International Journal of Educational Management, 31(6), 766-779. https://doi.org/10.1108/IJEM-03-2016-0057 Abstract: “The purpose of this paper is to explore teachers’ attitudes toward the implementation of new computer technology to improve teaching and learning…
Comments closedScherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67–80. doi:10.1016/j.chb.2017.11.003 Abstract: “A large body of literature suggests that attitudes toward technology and its educational use are…
Comments closedHowrey, S. Preparing pre-service teachers for TPCK in the reading content area: Insights from an action research study. Literacy Practice & Research, 13–21. Abstract: “This mixed methods action research study had the researcher examining pre-service teachers’ attitudes and dispositions toward technology pedagogical and content knowledge (TPCK) as they developed lesson plans…
Comments closedPerry, N. D. (2018). Teacher attitudes and beliefs about successfully integrating technology in their classroom during a 1:1 technology initiative and the factors that lead to adaptations in their instructional practices and possible influence on standardized test achievement [Doctoral dissertation, Youngstown State University]. OhioLINK ETD Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522233676292274 Abstract: “The purpose of this…
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