Gillow-Wiles, H. & Niess, M. L. (2015). Engaging Google docs to support collaboration and reflection in online teacher education. In M. L. Niess & H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 635-662). Information Science Reference. https://dx.doi.org/10.4018/978-1-4666-8403-4.ch024 Abstract: “The purpose of this chapter is…
Comments closedTag: teacher education
Figg, C. & Jaipal-Jamani, K. (2015). Developing teacher knowledge about gamification as an instructional strategy. In M. L. Niess & H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 663-690). Information Science Reference. https://dx.doi.org/10.4018/978-1-4666-8403-4.ch025 Abstract: “There is a need for teachers and higher education faculty…
Comments closedLin, C.Y., Kuo, Y.C., & Ko, Y.Y. (2015). A study of pre-service teachers’ perception of technological pedagogical content knowledge on algebra. Journal of Computers in Mathematics and Science Teaching, 34(3), 327-344. https://www.learntechlib.org/primary/p/148706/ Abstract: “The purpose of this study was to investigate elementary pre-service teachers’ content knowledge in algebra (Linear Equation,…
Comments closedFoulger, T. S., Buss, R. R., Wetzel, K., & Lindsey, L. (2015). Instructors’ growth in TPACK: Teaching technology-infused methods courses to preservice teachers. Journal of Digital Learning in Teacher Education, 31(4), 134–147. https://dx.doi.org/10.1080/21532974.2015.1055010 Abstract: “We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full…
Comments closedBuss, R. R., Wetzel, K., Foulger, T. S., & Lindsey, L. (2015). Preparing teachers to integrate technology into K–12 instruction: Comparing a stand-alone technology course with a technology-infused approach. Journal of Digital Learning in Teacher Education, 31(4), 160-172. https://dx.doi.org/10.1080/21532974.2015.1055012 Abstract: “We compared the effectiveness of learning technological, pedagogical, and content…
Comments closedGarcía-Lázaro, I., Conde-Jiménez, J., & Colás-Bravo, M. P. (2022). Integration and management of technologies through practicum experiences: A review in preservice teacher education (2010-2020). Contemporary Educational Technology, 14(2), 352–371. https://doi.org/10.30935/cedtech/11540 Abstract: “The presence and use of technologies in educational settings is constantly increasing. Therefore, initial teacher education needs to prepare…
Comments closedSarri, T. (2021). Examining the development of TPACK and the use of SQD strategies in teacher education programs (Publication No 1995) [Doctoral dissertation, Duquesne University]. Duquesne Scholarship Collection. https://dsc.duq.edu/etd/1995 Abstract: “The purpose of this quantitative study is to investigate the impact of technology training offered by teacher education programs on…
Comments closedStrydom, S.C., Wessels, H. & Anley, C. (2021). Moving beyond the tools: Pre-service teachers’ views on what they value in a digital literacy short course. South African Journal of Childhood Education, 11(1), a929. https://doi.org/10.4102/sajce.v11i1.929 Abstract: “Background: A digital literacies short course, rooted in a pedagogical model of authentic learning and…
Comments closedMourlam, D., Chesnut, S., & Bleecker, H. (2021). Exploring preservice teacher self-reported and enacted TPACK after participating in a learning activity types short course. Australasian Journal of Educational Technology, 37(3), 152–169. https://doi.org/10.14742/ajet.6310 Abstract: “Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher…
Comments closed