Rubadeau, K. (2018). Internal and external forces: Technology use among English language teacher educators in South Korea. Australasian Journal of Educational Technology, 34(5), 44–57. doi:10.14742/ajet.3369 Abstract: “Surprisingly little has been written about the technology-related roles and practices of teacher educators. Even less is known about the adoption of technologies by teacher…
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Chai, C. S., & Koh, J. H. L. (2018). Changing teachers’ TPACK and design beliefs through the scaffolded TPACK lesson design model (STLDM). Learning: Research and Practice, 3(2), 114–129. doi:10.1080/23735082.2017.1360506 Abstract: “This study investigates the change in teachers’ design beliefs and their development of technological pedagogical content knowledge (TPACK) through a course designed…
Comments closedJumar, C. A. (2020). Technological pedagogical content knowledge among teacher educators working in colleges of education. Alochana Chakra Journal, 9(5), 1340-1354. [Link unavailable] Abstract: “The teaching landscape is rapidly changing, the technological rise of the 21st century and widespread integration of those technologies into our society, combined with access to the…
Comments closedIfinedo, 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…
Comments closedHämäläinen, 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…
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