Collins, M. (2022). Early childhood preservice teachers’ conceptualizations of technology integration when designing integrated curriculum (Publication No. 29319146) [Doctoral dissertation, University of Florida]. ProQuest Dissertations & Theses Global. Abstract: “There is a plethora of research within the field of early childhood education that discusses how early childhood teacher educators prepare…
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Alvarado-Albertorio, F. (2022). Exploring preservice teachers’ technology integration repertoire: A mixed methods study (Publication No. 29998531) [Doctoral dissertation, Oklahoma State University]. ProQuest Dissertations & Theses Global. Abstract: “The purpose of this convergent mixed methods study was to explore how an undergraduate educational technology course impacts preservice teachers’ TPACK knowledge and…
Comments closedChauhan, P., & Kapila, V. (2023). Applying TPACK to design for robotics-enhanced learning. In P. Chauhan & V. Kapila (Authors), STEM education with robotics: Lessons from research and practice (pp. 141-168). Routledge. https://doi.org/10.4324/b23177 Abstract: “Technological tools are extensively being incorporated in contemporary educational practice as a means to generate active…
Comments closedTan, S. C., Teo, T. W., & Tsai, C.-C. (2022). Digital technologies and professional learning of science teachers: A technological pedagogical content knowledge (TPACK) perspective. In J. A. Luft & M. G. Jones (Eds.), Handbook of research on science teacher education (pp. 313-324). Taylor and Francis. https://doi.org/10.4324/9781003098478-27 Abstract: “The application…
Comments closedMilner, S. (2023). Becoming an effective digital educator: A case study of technology preparation in a novel preservice teacher internship program [Doctoral dissertation, Kennesaw State University]. Digital Commons at Kennesaw State University. https://digitalcommons.kennesaw.edu/instruceddoc_etd/17 Abstract: “The purpose of this case study was to explore one teacher preparation program’s internship model as…
Comments closedSastria, E. (2023). Indonesian pre-service and in-service science teachers’ TPACK level. International Journal of Biology Education Towards Sustainable Development, 3(1), 1-15. https://doi.org/10.53889/ijbetsd.v3i1.143 Abstract: “This current study aimed to examine the levels of TPACK among pre-service and in-service science teachers, including several influencing factors such as gender, status, and age. Through…
Comments closedKirschner, P. A., Hendrick, C., Heal, J., & Caviglioli, O. (2022). Why technology should be the servant not the master: Matthew Koehler and Punya Mishra on PCK and technology. In P. Kirschner, C. Hendrick, & J. Heal (Authors), How teaching happens: Seminal works in teaching and teacher effectiveness and what…
Comments closedGiovannini, J. M. (2019). Technology integration in preservice teacher education programs: Research-based recommendations. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 11-31). IGI Global. https://doi.org/10.4018/978-1-5225-7918-2.ch002 Abstract: “The integration of technology in K-12 education is highlighted in the ISTE Standards, Common Core State Standards Initiative, and Elementary and Secondary Education…
Comments closedKukul, V. (2023). Modelling the spectrum of technology integration from teacher training to usage intention: Findings from a two-phase study. Technology, Knowledge and Learning. Advance online publication. https://link.springer.com/article/10.1007/s10758-023-09658-6 Abstract: “This study aims to investigate the relationships among training on technology integration, self-efficacy, and technology acceptance. In this sense, the two-phase…
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