From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration

Computers and Education Open, Год журнала: 2025, Номер unknown, С. 100246 - 100246

Опубликована: Март 1, 2025

Язык: Английский

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Exploring the suitability of self-reports to gain insights into teachers’ technological pedagogical knowledge

Studies In Educational Evaluation, Год журнала: 2024, Номер 83, С. 101402 - 101402

Опубликована: Сен. 19, 2024

Язык: Английский

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Do prompts and strategy instruction contribute to pre-service teachers’ peer-feedback on technology-integration?

Educational Technology Research and Development, Год журнала: 2024, Номер 72(6), С. 3117 - 3138

Опубликована: Авг. 8, 2024

Abstract Peer feedback is regarded as playing a vital role in fostering preservice teachers’ noticing and reasoning skills during technology integration. However, novices particular (e.g., pre-service teachers) tend to provide rather superficial feedback, which does not necessarily contribute professional development. Against this background, we developed an online video-annotation tool, LiveFeedback + , allows for providing peer on the quality of integration microteachings fine-grained manner. Applying design-based research approach (2 design cycles, N = 42 teachers, quasi-experimental interrupted time-series design), investigated whether addition prompts (Cycle 1) strategy instruction combined with 2) contributed feedback. Contrary our predictions, piecewise regressions demonstrated that teachers provided more comments praise fewer substantial problem identification solutions when were available. explicitly instructed use, could be enhanced some extent, less diagnosis was These findings suggest models adequate strategies based can help overcome mediation deficits technology-based settings.

Язык: Английский

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How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics

Educational Studies in Mathematics, Год журнала: 2024, Номер unknown

Опубликована: Окт. 7, 2024

Abstract Teachers need technological pedagogical content knowledge (TPACK) for teaching with technology, and its assessment is crucial research practice. Previous literature reviews on TPACK were not specific to a area (e.g., mathematics), although, by definition, the framework includes content-specific facets. Consequently, requirements could differ depending content. Further, reliable of mathematics-specific depends quality test instruments used, but there no consensus type used in past studies. This systematic review adds existing focusing mathematics, investigating study characteristics , instrument operationalizations TPACK. Regarding characteristics, findings reveal an increase number studies conducted across various countries worldwide. As researchers frequently self-developed assess TPACK, often without providing information reliability or validity measures. operationalizations, more than half self-report scales followed observations material analyses, while tests hardly used. Additionally, assessments typically referred domain mathematics as whole instead subdomains mathematics. The results raise questions regarding comparability

Язык: Английский

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The role of personal and contextual factors when investigating technology integration in general and vocational education general and vocational education

Computers in Human Behavior, Год журнала: 2024, Номер 163, С. 108475 - 108475

Опубликована: Окт. 19, 2024

Язык: Английский

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