Search results for author:"Nicholas Lux"
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Journal of Technology and Teacher Education Vol. 23, No. 2 (April 2015) pp. 213–240
Despite a comprehensive body of research on field experiences in teacher education, technology-rich early field experiences in early childhood environments is one particular area of inquiry lacking substantive current research. Therefore, this...
(2010) pp. 1–125
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1968–1973
Researchers looked for evidence of specific pedagogical dimensions in preservice teacher activity plans for k-12 students in an educational technology course focused on TPACK development. Results indicate the intentional inclusion of several...
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2568–2573
Despite the comprehensive body of research on field experiences in teacher education, one specific area of inquiry lacking substantial current research is that of site-based technology-focused training for preservice teachers. To address this gap,...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 732–737
The Science Inquiry Learning in Classrooms (SILC) extension grant brought together a team of academic departments, researchers, and instructors from higher education in collaboration with local and regional suburban and rural school districts. The...
The Development of an Instrument to Assess Preservice Teacher's Technological Pedagogical Content Knowledge
Journal of Educational Computing Research Vol. 45, No. 4 (2011) pp. 415–431
The purpose of this study was to develop and validate the Pre-service Teacher-Technological Pedagogical Content Knowledge Survey (PT-TPACK) instrument. The PT-TPACK survey items were written to assess preservice teachers' perceptions and...