Tags
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No One Fits in a Box: Preservice Teachers’ Evolving Perceptions of Self and Others
Rust, J. & Cantwell, D. (2018). No One Fits in a Box: Preservice Teachers’ Evolving Perceptions of Self and Others. Contemporary Issues in Technology and Teacher Education, 18(2), 313-342. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integration in Elementary Education Methods Courses
Vasinda, S., Ryter, D.A., Hathcock, S. & Wang, Q. (2017). Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integration in Elementary Education Methods Courses. Contemporary Issues in Technology and Teacher Education, 17(3), 411-431. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Tweeting for #Professional Capital: Preservice Teachers’ Perception and Practice
Gurjar, N. & Sivo, S. (2017). Tweeting for #Professional Capital: Preservice Teachers’ Perception and Practice. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1568-1577). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).
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Eight days of digital literacy: New strategies for the K-3 classroom
Onieal, S. & Palilonis, J. (2019). Eight days of digital literacy: New strategies for the K-3 classroom. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1595-1603). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
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Digital Competence for the improvement of Special Education Teaching
Compagno, G., Cappuccio, G. & Pedone, F. (2016). Digital Competence for the improvement of Special Education Teaching. Journal of e-Learning and Knowledge Society, 12(4),. Italian e-Learning Association.
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Perceptions of Pre-service Elementary Mathematics Teachers on Their Technological Pedagogical Content Knowledge (TPACK) Regarding Geometry
Bulut, A. & Işıksal, M. (2019). Perceptions of Pre-service Elementary Mathematics Teachers on Their Technological Pedagogical Content Knowledge (TPACK) Regarding Geometry. Journal of Computers in Mathematics and Science Teaching, 38(2), 153-176. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training
Goldstein, O. & Tessler, B. (2017). The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training. Interdisciplinary Journal of E-Learning and Learning Objects, 13(1), 151-166. Informing Science Institute.
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The Impact of a Teacher Education Program Re-design on Technology Integration in Elementary Preservice Teachers: A Five Year Multi-Cohort Study
Trainin, G., Friedrich, L. & Deng, Q. (2018). The Impact of a Teacher Education Program Re-design on Technology Integration in Elementary Preservice Teachers: A Five Year Multi-Cohort Study. Contemporary Issues in Technology and Teacher Education, 18(4), 692-721. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Technological Pedagogical Content Knowledge in the literature: how TPCK is defined and implemented in initial teacher education
De Rossi, M. & Trevisan, O. (2018). Technological Pedagogical Content Knowledge in the literature: how TPCK is defined and implemented in initial teacher education. Italian Journal of Educational Technology, 26(1), 7-23. Ortona, Italy: Edizioni Menabò - Menabò srl.
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Building Digital Learning Culture into Pre-service Teacher Education
Guven, I. & Gulbahar, Y. (2019). Building Digital Learning Culture into Pre-service Teacher Education. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 261-269). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).