Buss, 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…
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Lehane, L. (2023). Pedagogical content knowledge in science and technology education. In B. Akpan, B. Cavas, & T. Kennedy (Eds.), Contemporary issues in science and technology education (pp. 221-235). Springer Cham. https://doi.org/10.1007/978-3-031-24259-5_16 Abstract: “This chapter looks at a construct in teacher knowledge known as pedagogical content knowledge (PCK), which has…
Comments closedHuffman, S. N. (2016). Technology and preservice teacher education: A mixed-methods study of technology integration by arts and sciences faculty into secondary education content courses (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10162717) Abstract: “In spite of initiatives design to address the integration of technology into teaching…
Comments closedMichalsky, T. & Kramarski, B. (2015). Prompting reflections for integrating self-regulation into teacher technology education. Teachers College Record, 117(5), 1-38. Abstract: “Background: Technology represents a major topic in educational research. Nevertheless, a gap in the research remains concerning how teachers can bring technology into the classroom. This study focuses on the technological…
Comments closedChaemchoy, S. (2017). An investigation of Thai principals’ technology leadership and understanding of mobile technology in education: Apply the TPACK framework. Advanced Science Letters, 23(2), 1134-1139. Doi: 10.1166/asl.2017.7518 Abstract: “The purposes of this study were to (1) investigate Thai principals’ understanding of mobile technology in education and (2) investigate Thai principals’ technology…
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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