Baz, E. H., Balcikanli, C., & Cephe, P. T. (2018). Introducing an innovative technology integration model: Echoes from EFL pre-service teachers. Education and Information Technologies, 23, 1–22. doi:10.1007/s10639-018-9711-9 Abstract: “Information and Communication Technologies (ICT) has been considered an important component to integrate into teacher education programs in the twenty-first century. However, neither…
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Akyuz, D. (2018). Measuring technological pedagogical content knowledge (TPACK) through performance assessment. Computers & Education, 125, 212–225. doi:10.1016/j.compedu.2018.06.012 Abstract: “Despite many studies conducted on TPACK, the relationships between the components of the framework and how to perform TPACK assessment remain to be important research questions. The aim of this study is to shed…
Comments closedManos, E. (2018). Technology integration and use in elementary mathematics methods courses for pre-service teachers (Doctoral dissertation). Retrieved from https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2279&context=dissertations_2 Abstract: “According to the National Educational Technology Plan 2010, technology should be incorporated into teaching methods courses and field experiences and not just in stand-alone technology courses. The teacher preparation programs would provide…
Comments closedKontkanen, S. (2018). Starting points of pre-service teachers’ technological pedagogical content knowledge (TPACK): Introducing a proto-TPACK model (Doctoral dissertation, University of Eastern Finland, Joensuu, Finland). Retrieved from http://epublications.uef.fi/pub/urn_isbn_978-952-61-2808-5/index_en.html Abstract: “This dissertation focuses on pre-service teachers and upper secondary school students as users of Information and communication technologies (ICT) in education from the point of…
Comments closedThomas, H. (2018). Powerful knowledge, technology and education in the future-focused good society. Technology in Society, 52, 54–59. https://doi.org/10.1016/j.techsoc.2017.09.005 Abstract: “I contend that access to powerful knowledge is the cornerstone of education in the Good Society. Such powerful knowledge is accessed by students through engagement in vertical discourse. I adopt Bernstein’s definition of vertical…
Comments closedRonan, B. (2018). Standards based technology integration for emergent bilinguals. Multicultural Education, 25(2), 7–12. Retrieved from https://eric.ed.gov/?id=EJ1181535 Abstract: “The article discusses the use of a standards-based framework to support technology integration for bilingual education in California. Topics discussed include the alignment of the Technological, Pedagogical and Content Knowledge (TPACK) model with the English Language…
Comments closedRedmond, P., & Peled, Y. (2018). Exploring TPACK among pre-service teachers in Australia and Israel. British Journal of Educational Technology, 50(4), 2040-2054. https://doi.org/10.1111/bjet.12707 Abstract: “The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and…
Comments closedRedmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think? Australasian Journal of Educational Technology, 35(3), 45–54. https://doi.org/10.14742/ajet.4214 Abstract: “Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains…
Comments closedJones, S. J. (2017). Technology in the Montessori classroom: Teachers’ beliefs and technology use. Journal of Montessori Research, 3, 16–29. https://doi.org/10.17161/jomr.v3i1.6458 Abstract: “As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four…
Comments closedDysart, S. A., & Weckerle, C. (2015). Professional development in higher education: A model for meaningful technology integration. Journal of Information Technology Education: Innovations in Practice, 14, 255–265. Retrieved from https://www.informingscience.org/Publications/2326 Abstract: “While many institutions provide centralized technology support for faculty, there is a lack of centralized professional development opportunities that focus on simultaneously developing…
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