Unruh, J., Giles, M., & Willis, J. (2023). Using vicarious experiences to artificially create the “sweet spot”: Modeling pedagogy and technology integration. In J. Trumble, S. Asim, J. Ellis, & D. Slykhuis (Eds.), Theoretical and practical teaching strategies for K-12 science education in the digital age (pp. 238-249). IGI Global.…
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Grimes, N. (2025). Educational technology and the pre-K-12 environment: Implications for education leaders, teachers, and students. In M. Khosrow-Pour, D.B.A. (Ed.), Encyclopedia of information science and technology (6th ed.). Advance online publication. IGI Global. https://doi.org/10.4018/978-1-6684-7366-5.ch015 Abstract: “Educational technology has accelerated in recent years, and it has had a profound impact…
Comments closedHuang, L., Doleck, T., Chen, B. Huang, X., Tan, C., Lajoie, S. P. & Wang, M. (2023). Multimodal learning analytics for assessing teachers’ self-regulated learning in planning technology-integrated lessons in a computer-based environment. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-023-11804-7 Abstract: “Teachers’ self-regulated learning (SRL) plays a crucial role…
Comments closedSofwan, M., Habibi, A., & Yaakob, M. F. M. (2023). TPACK’s roles in predicting technology integration during teaching practicum: Structural equation modeling. Education Sciences, 13(5), Article 448. https://doi.org/10.3390/educsci13050448 Abstract: “The current study aims to report the role of technological pedagogical and content knowledge (TPACK) in the integration of technology by…
Comments closedLi, B. (2022). Ready for online? Exploring EFL teachers’ ICT acceptance and ICT literacy during COVID-19 in mainland China. Journal of Educational Computing Research, 60(1), 196–219. https://doi.org/10.1177/07356331211028934 Abstract: “This study sought to understand whether and how a group of English as a foreign language (EFL) teachers in mainland China were…
Comments closedDikmen, C. H.& Demirer, V. (2022). The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. Participatory Educational Research, 9(2), 398–415. https://doi.org/10.17275/per.22.46.9.2 Abstract: “The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical perspective of showing whether a teacher can effectively design and conduct…
Comments closedSingh, J., Evans, E., Reed, A., Karch, L., Qualey, K., Singh, L., & Wiersma, H. (2022). Online, hybrid, and face-to-face learning through the eyes of faculty, students, administrators, and instructional designers: Lessons learned and directions for the post-vaccine and post-pandemic/COVID-19 world. Journal of Educational Technology Systems, 50(3), 301–326. https://doi.org/10.1177/00472395211063754 Abstract:…
Comments closedNgandeu, J. B. (2021). Dealing with barriers to the integration of computer assisted language learning in an African context: Is the TPACK framework enough? An analysis of ICT integration in a low tech context. Per Linguam: a Journal of Language Learning, 36(2), 90-103. https://doi.org/10.5785/36-2-947 Abstract: “The use of technology in teaching…
Comments closedBartlett, A., Schneider, C.R., Penm, J., Mirzaei, A., & Kebodeaux, C. (2021). Use of visual dashboards to enhance pharmacy teaching. Pharmacy, 9, Article 93. https://doi.org/10.3390/pharmacy9020093 Abstract: “Teaching large cohorts of pharmacy students with a team of multiple tutors in a feedback intensive course poses challenges in relation the amount of…
Comments closedKing, C., & MacKinnon, G. (2019). Exploring technology integration in Canadian athletic therapy education. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). https://doi.org/10.5206/cjsotl-rcacea.2019.3.9455 Abstract: “There are many potential educational goals for using digital technologies in health professional education programs. Previous studies have suggested that technology can be…
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