Khoza, S. B., & Biyela, A. T. (2019). Decolonising technological pedagogical content knowledge of first year mathematics students. Education and Information Technologies, 25, 2665-2679. https://doi.org/10.1007/s10639-019-10084-4 Abstract: “Decolonising students’ knowledge of technology, pedagogy, and mathematics content is important because it helps students understand their learning needs. Decolonisation is a process of critiquing and renewing the…
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Kimm, C., Kim, J., Baek, E-O, & Chen, P. (2020). Pre-service teachers’ confidence in their ISTE technology-competency. Journal of Digital Learning in Teacher Education, 36(2), 96–110. https://doi.org/10.1080/21532974.2020.1716896 Abstract: “As technology is an integral part of modern teaching and learning processes, teacher-candidates need to fully achieve a new set of technology competencies through ongoing and timely supports provided…
Comments closedJung, J., Ding, A. E., Lu, Y. H., Ottenbreit-Leftwich, A., & Glazewski, K. (2020). Is digital inequality a part of preservice teachers’ reasoning about technology integration decisions? American Behavioral Scientist, 64(7), 994-1011. https://doi.org/10.1177/0002764220919141 Abstract: “Teachers’ ability to design meaningful uses of technology for all learners in any classrooms has a potential to narrow…
Comments closedIfinedo, E., & Kankaanranta, M. (2021). Understanding the influence of context in technology integration from teacher educators’ perspectives. Technology, Pedagogy and Education, 30(2), 201-215. https://doi.org/10.1080/1475939X.2020.1867231 Abstract: “The perspective of teachers is important for advancing the use of technology in classrooms. A considerable number of research studies have explained context in ways that have narrowed the…
Comments closedHughes, J. E., Cheah, Y. H., Shi, Y., & Hsiao, K-H. (2020). Preservice and inservice teachers’ pedagogical reasoning underlying their most-valued technology-supported instructional activities. Journal of Computer-Assisted Learning, 36(4), 549–568. https://doi.org/10.1111/jcal.12425 Abstract: “We examined teachers’ pedagogical reasoning for and the technological knowledge underlying their most‐valued technology‐supported activities for teaching and learning. Data from…
Comments closedHuang, L., Li, S., Poitras, E. G., & Lajoie, S. P. (2021). Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration. British Journal of Educational Technology, 52(2), 695–713. https://doi.org/10.1111/bjet.13050 Abstract: “Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential…
Comments closedHawk, N. A., & Nelson, M. J. (2020). The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions. Teaching and Teaching Education, 89. https://doi.org/10.1016/j.tate.2019.103006 Abstract: “This study investigated how field experiences impacted the technology integration beliefs and intentions of prospective preservice teachers. Using structural equation modeling (SEM), a three-way…
Comments closedHämäläinen, T., Ifinedo, E., & Rikala, J. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers in Education, 146. https://doi.org/10.1016/j.compedu.2019.103760 Abstract: “To provide a diverse comprehension of teachers’ TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected in practice, this study examined teacher educators’ (TEs’)…
Comments closedGozukucuk, M., & Gunbas, N. (2022). Preservice teachers’ design of technology–based reading texts to improve their TPACK. Journal of Education, 202(1), 92–102. https://doi.org/10.1177/0022057420966763 Abstract: “The purpose of this study is to contribute to preservice teachers’ technological pedagogical content knowledge (TPACK). For this purpose, preservice teachers (n = 8) learned visual…
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