Ifinedo, E., & Kankaanranta, M. (2021). Understanding the influence of context in technology integration from teacher educators’ perspectives. Technology, Pedagogy and Education, 30(2), 201-215. https://doi.org/10.1080/1475939X.2020.1867231 Abstract: “The perspective of teachers is important for advancing the use of technology in classrooms. A considerable number of research studies have explained context in ways that have narrowed the…
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Hämäläinen, T., Ifinedo, E., & Rikala, J. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers in Education, 146. https://doi.org/10.1016/j.compedu.2019.103760 Abstract: “To provide a diverse comprehension of teachers’ TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected in practice, this study examined teacher educators’ (TEs’)…
Comments closedCastéra, J., Marre, C. C., Yok, M. C. K., Sherab, K., Impedovo, M. A., Sarapuu, T., Pedregosa, A. D., Malik, S. K., & Armand, H. (2020). Self-reported TPACK of teacher educators across six countries in Asia and Europe. Education & Information Technologies, 25(4), 3003–3019. https://doi.org/10.1007/s10639-020-10106-6 Abstract: “The initial technological pedagogical…
Comments closedCarpenter, J. P., Rosenberg, J. M., Dousay, T. A., Romero-Hall, E., Trust, T., Kessler, A., Phillips, M., Morrison, S. A., Fischer, C., & Krutka, D. G. (2020). What should teacher educators know about technology? Perspectives and self-assessment. Teaching and Teacher Education, 95, 103124. https://doi.org/10.1016/j.tate.2020.103124 Abstract: “This article offers a first…
Comments closedAvidov-Ungar, O., Leshem, B., Margaliot, A., & Grobgeld, E. (2018). Faculty use of the active learning classroom: Barriers and facilitators. Journal of Information Technology Education: Research, 17, 495-504. https://doi.org/10.28945/4142 Abstract: “Aim/Purpose: The study aimed to examine teacher educators’ perceptions regarding their ability to implement innovative pedagogies following a year during…
Comments closedNelson, M. J., Voithofer, R., & Cheng, S–L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 128, 330–344. https://doi.org/10.1016/j.compedu.2018.09.023 Abstract: “While the United States federal government and the main teacher education accreditation organization push for the inclusion of technology in teacher education across the…
Comments closedTunjera, N., & Chigona, A. (2020). Teacher educators’ appropriation of TPACK-SAMR models for 21st century pre-service teacher preparation. International Journal of Information and Communication Technology Education, 16(3), 126–140. IGI Global. https://doi.org/10.4018/ijicte.2020070110 Abstract: “The study examined how teacher educators are appropriating technological, pedagogical, and content knowledge (TPACK) and substitution, augmentation, modification, redefinition…
Comments closedFigg, C., & Jaipal-Jamani, K. (2020). Technology teacher educators: The role of self-study in supporting digital age technology teacher education. In A. R. Crowe (Ed.), International handbook of self-study of teaching and teacher education practices (2nd ed., pp. 985-1019). Springer Singapore. https://doi.org/10.1007/978-981-13-6880-6_33 Abstract: “Technology teacher educators – those teacher educators who teach courses…
Comments closedScherer, R., Siddiq, F., & Tondeur, J. (2020). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): A mixed-method study. Education Technology Research and Development, 68, 319–343. https://doi.org/10.1007/s11423-019-09692-1 Abstract: “The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for technological pedagogical content…
Comments closedTusiime, W. E., Johannesen, M., & Guomundsdottir, G. B. (2019). The dilemma of teaching with digital technologies in developing countries: Experiences of art and design teacher educators in Uganda. Nordic Journal of Comparative and International Education, 3(2), 55–71. https://doi.org/10.7577/njcie.3313 Abstract: “This case study explores how teacher educators use digital technologies in…
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