Zyad, H. (2016). The effects of pre-service training on ICT implementation in the classroom. International Journal of Education and Development using ICT, 12(3). Retrieved from http://ijedict.dec.uwi.edu/viewarticle.php?id=2157 Abstract: “This paper aims to explore practicing teachers’ perceptions of the approach adopted in their pre-service training programs with regard to educational technology. The paper also…
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Oskay, Ö.Ö, & Odabasi, Z. (2016). Determination of self-efficacy perception levels of teachers’ attending an online course toward web pedagogical content knowledge. Universal Journal of Educational Research, 4(11), 2651-2655. doi:10.13189/ujer.2016.041119 Abstract: “The effects of technological developments occurred new requirements in educational area. Today’s teachers should know the content knowledge they teach,…
Comments closedHsu, C.-Y., Tsai, M.-J., Chang, Y.-H., & Liang, J.-C. (2017). Surveying in-service teachers’ beliefs about game-based learning and perceptions of technological pedagogical and content knowledge of games. Educational Technology & Society, 20(1), 134–143. Abstract: “Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge—Games questionnaire (TPACK-G), this study…
Comments closedTeague, H. L. (2017). A mixed methods study of online course facilitators’ perceptions of mobile technology, design, and TPaCK affordances (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10590840) Abstract: “The increase in mobile technology options for students in post-secondary, continuing education influences how instructors design and implement…
Comments closedMorquin, D. (2016). Teachers’ perceptions regarding the use of Google Classroom and Google Docs and their impact on student engagement (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10127995) Abstract: “The International Society for Technology in Education (ISTE) Standards, in correlation with the 21st Century Learning skills, emphasizes…
Comments closedAlqallaf, N. (2016). Mathematical teachers’ perception: Mobile learning and constructing 21st century collaborative cloud-computing environments in elementary public schools in the state of Kuwait(Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10113607) Abstract: “The purpose of this study was to examine Kuwaiti mathematical elementary teachers’ perceptions about…
Comments closedAllblaihed, M. A. (2016). Saudi Arabian science and mathematics pre-service teachers’ perceptions and practices of the integration of technology in the classroom (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10596053) Abstract: “This study was conducted to explore the Saudi Arabian science and mathematics primary school pre-service teachers’…
Comments closedMulder, D.J. (2017). Pre-service teachers’ perceptions of their abilities for technology integration: A mixed-methods case study (Doctoral dissertation). Retrieved from http://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2336&context=td Abstract: “This case study was developed to understand pre-service teachers’ perceptions of their abilities to integrate technology into the classroom, and to understand their perceptions of how those abilities developed. The case…
Comments closedDavis, E. B. (2017). A mixed-methods study of a teacher preparation program: Preservice teachers’ perceived preparedness to integrate technology effectively (Publication No. 10278387) [Doctoral dissertation, Gardner-Webb University]. ProQuest Dissertations and Theses Global. Abstract: “The purpose of this study was to examine the extent to which preservice teachers within a teacher preparation program perceived themselves…
Comments closedReinsfield, E., & Williams, P.J. (2018). New Zealand secondary teachers’ perceptions: “Technological” or “technical” thinking? International Journal of Technology and Design Education, 28, 739–751. https://doi.org/10.1007/s10798-017-9418-z Abstract: “Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools…
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