{"id":1218,"date":"2021-11-04T08:16:00","date_gmt":"2021-11-04T12:16:00","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1218"},"modified":"2021-11-04T08:16:00","modified_gmt":"2021-11-04T12:16:00","slug":"1218","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1218","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Gozukucuk, M., &amp; Gunbas, N. (2022). Preservice teachers\u2019 design of technology\u2013based reading texts to improve their TPACK. <em>Journal of Education<\/em>, <em>202<\/em>(1), 92\u2013102. <a href=\"https:\/\/doi.org\/10.1177\/0022057420966763\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1177\/0022057420966763<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cThe purpose of this study is to contribute to preservice teachers\u2019 technological pedagogical content knowledge (TPACK). For this purpose, preservice teachers (n = 8) learned visual programming language, designed technology-based reading activities, and observed students completing these activities. A case study approach was employed, and preservice teachers\u2019 views about the process were taken. Results showed that the preservice teachers\u2019 beliefs in technology integration in education positively changed. They believe they learned teaching reading skills to elementary school students in an untraditional approach. They believe the whole process contributed to their personal and professional development. Implications are made based on the TPACK framework.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Gozukucuk, M., &amp; Gunbas, N. (2022). Preservice teachers\u2019 design of technology\u2013based reading texts to improve their TPACK. Journal of Education, 202(1), 92\u2013102. https:\/\/doi.org\/10.1177\/0022057420966763 Abstract:&nbsp; \u201cThe purpose of this study is to contribute to preservice teachers\u2019 technological pedagogical content knowledge (TPACK). For this purpose, preservice teachers (n = 8) learned visual&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1218\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,14],"tags":[61,160,485,513,562,572,659],"coauthors":[2301],"class_list":["post-1218","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-computer-programming","tag-case-study","tag-professional-development","tag-preservice-teachers","tag-technology-integration","tag-elementary","tag-reading-comprehension","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1218","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1218"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1218\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1218"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1218"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1218"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1218"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}