Yang, M.-S., Cho, Y.-S., & Kim, J.-S. (2016). Factors related to technological pedagogical content knowledge (TPACK) of college instructors: Focusing on the epistemological beliefs and the social support. Journal of Digital Convergence, 14(11), 1–12. https://doi.org/10.14400/JDC.2016.14.11.1 Abstract: “Rapid growth of information and communication technology and changes in college student characteristics require…
Comments closedTag: teacher support
Shiburi, M. J. (2021). The role of school based ICT committee members in the integration of ICT in full ICT schools (Publication No. 30361044) [Master’s thesis, University of Johannesburg]. ProQuest Dissertations & Theses Global. Abstract: “Despite the huge investment in Information and Communication Technology (ICT) resources by Gauteng Department of…
Comments closedKempton, C. C. (2023). Teacher perspectives of strategies for effective technology integration in the post-pandemic classroom: A qualitative case study (Publication No. 30318857) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations & Theses Global. Abstract: “The COVID-19 pandemic changed teachers’ lesson delivery and students’ learning approaches. This shift resulted in significant challenges…
Comments closedMouw, J. M., Fokkens-Bruinsma, M., Kupers, E. & Korpershoek, H. (2023). Technology-supported teaching in times of COVID-19’s first period of emergency remote teaching: An exploratory analysis of influencing factors. Educational Psychology: An International Journal of Experimental Educational Psychology. Advance online publication. https://doi.org/10.1080/01443410.2023.2208789 Abstract: “In this exploratory study, we evaluated which…
Comments closedJanssen, N., & Lazonder, A. W. (2015). Implementing innovative technologies through lesson plans: What kind of support do teachers prefer? Journal of Science Education and Technology, 24(6), 910-920. https://doi.org/10.1007/s10956-015-9573-5 Abstract: “Lesson plans are a potentially powerful means to facilitate teachers’ use of technology in the classroom. This study investigated which supplementary information…
Comments closedJanssen, N., & Lazonder, A. W. (2016). Supporting pre-service teachers in designing technology-infused lesson plans. Journal of Computer Assisted Learning, 32(5), 456-467. https://doi.org/10.1111/jcal.12146 Abstract: “The present study compared the effectiveness of two types of just-in-time support for lesson planning. Both types contained the same technological information but differed regarding pedagogical and content…
Comments closedYang, M.-S., Cho, Y.-S., & Kim, J.-S. (2016). Factors related to technological pedagogical content knowledge (TPACK) of college instructors: Focusing on the epistemological beliefs and the social support. Digital Convergence, 14(11), 1-12. https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART002169778 Abstract: “Rapid growth of information and communication technology and changes in college student characteristics require instructional improvement efforts. Technological…
Comments closedJanssen, N. (2017). Supporting teachers’ technology integration in lesson plans (Doctoral dissertation, University of Twente, Enschede, Netherlands). Retrieved from https://research.utwente.nl/en/publications/supporting-teachers-technology-integration-in-lesson-plans Abstract: “Lesson planning offers rich opportunities for teachers to consider and implement technology in the classroom. This dissertation investigated the design and effectiveness of supplementary information to assist pre-service teachers during the lesson…
Comments closedPolly, D., & Byker, E. (2020). Considering the role of zone of proximal development and constructivism in supporting teachers’ TPACK and effective use of technology. Revista de Educación a Distancia, 20(64), Article 5. http://dx.doi.org/10.6018/red.408661 Abstract: “This article examines Vygotsky’s (1978) Zone of Proximal Development (ZPD) and Tharp and Gallimore’s (1988) application of ZPD…
Comments closedKoh, J. H. L. (2019). TPACK design scaffolds for supporting teacher pedagogical change. Educational Technology Research and Development, 67(3), 577–595. https://doi.org/10.1007/s11423-018-9627-5 Abstract: “Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional…
Comments closed