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Showing 1 to 15 of 38 results Save | Export
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Jin, Yi; Harp, Christi – Journal of Digital Learning in Teacher Education, 2020
The study's purpose was to investigate whether two different pedagogical strategies, flipped classroom and flipped team-based learning (FTBL), had different impacts on preservice teachers' TPACK, attitudes, self-efficacy, and perceptions of teamwork. Several survey instruments were sent to 32 preservice teachers who were Middle Grades Education…
Descriptors: Preservice Teachers, Technological Literacy, Pedagogical Content Knowledge, Student Attitudes
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Segal, Pamela; Heath, Marie – Journal of Digital Learning in Teacher Education, 2020
This paper paints a complex portrait of the "wicked problem" of teaching technology integration in a field-based content literacy course in order to analyze how a teacher educator demonstrated a presence (and absence) of Teacher Educator Technology Competencies (TETCs). The study indicates that developing technology competencies in…
Descriptors: Educational Technology, Technology Uses in Education, Teacher Education Programs, Technological Literacy
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Njiku, Joseph; Mutarutinya, Védaste; Maniraho, Jean Francois – Journal of Digital Learning in Teacher Education, 2020
This review of the literature analyzed twenty-eight survey instruments that were designed and validated by different researchers in order to measure teachers' technological pedagogical content knowledge. The analysis was done to find out the nature and synthesis of survey items across domains of the technological pedagogical content knowledge…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Educational Research, Teacher Surveys
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Kimm, Christina H.; Kim, Jemma; Baek, Eun-Ok; Chen, Pearl – Journal of Digital Learning in Teacher Education, 2020
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 by teacher preparation institutions, state offices of education and school districts. This study measured the current technology-competency levels of…
Descriptors: Preservice Teachers, Technological Literacy, Self Evaluation (Individuals), Standards
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Clausen, Jon M.; Finsness, Elizabeth S.; Borthwick, Arlene C.; Graziano, Kevin J.; Carpenter, Jeffery P.; Herring, Mary – Journal of Digital Learning in Teacher Education, 2019
This case study describes how leaders from three teacher education institutions utilized a technological, pedagogical, and content knowledge (TPACK) leadership diagnostic tool in the design, development, and implementation of technology rich initiatives. Participants were interviewed to find out how the diagnostic tool guided their decision…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Adoption (Ideas), Administrators
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Foulger, Teresa S.; Wetzel, Keith; Buss, Ray R. – Journal of Digital Learning in Teacher Education, 2019
Most colleges of education employ a standalone technology integration course as a part of their teacher preparation programs. But in a 2016 higher education brief associated with the National Educational Technology Plan, the U.S. Department of Education suggested this approach is limiting for teacher candidates and charged teacher educators to…
Descriptors: Higher Education, Educational Technology, Technology Uses in Education, Teacher Education Programs
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Amhag, Lisbeth; Hellström, Lisa; Stigmar, Martin – Journal of Digital Learning in Teacher Education, 2019
Based on a study at two Swedish universities, this article aimed to identify teacher educators' use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two universities; in total, 105 teacher educators…
Descriptors: Educational Technology, Technology Uses in Education, Teacher Educators, Technological Literacy
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Hall, Jacob A. – Journal of Digital Learning in Teacher Education, 2018
Proposed as an effective method for preservice teachers' technology integration development, the flipped approach may afford opportunities to model face-to-face and online instruction with technology, and it may allocate additional class time for learning by design. This study examined a course designed with the flipped model of instruction and…
Descriptors: Preservice Teacher Education, Technology Integration, Educational Technology, Technology Uses in Education
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Wang, Wei; Schmidt-Crawford, Denise; Jin, Yi – Journal of Digital Learning in Teacher Education, 2018
Building upon Shulman's pedagogical content knowledge and other prior research studies, Mishra and Koehler explicitly designed the TPACK framework, which includes technology as a third domain of knowledge, along with content and pedagogy. This literature review examines preservice teachers' TPACK development organized around five different…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Preservice Teachers, Self Evaluation (Individuals)
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Buss, Ray R.; Foulger, Teresa S.; Wetzel, Keith; Lindsey, LeeAnn – Journal of Digital Learning in Teacher Education, 2018
In a 2-year longitudinal study, we examined the effectiveness of a new technology-infused approach for teaching technology integration (TI) skills to teacher candidates. In the new approach, we infused learning to teach with technology into program methods courses. We measured candidates' understanding of various Technological Pedagogical Content…
Descriptors: Methods Courses, Student Teaching, Pedagogical Content Knowledge, Educational Technology
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Lohnes Watulak, Sarah – Journal of Digital Learning in Teacher Education, 2018
Preparing future teachers to integrate technology into their teaching in ways that support transformative student learning is a priority for teacher preparation programs in the United States. However, technology instruction often focuses on functional technology skills, leading to ineffective future technology integration. This study examined two…
Descriptors: Educational Technology, Preservice Teachers, Preservice Teacher Education, Technology Integration
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Evens, Marie; Larmuseau, Charlotte; Dewaele, Katrien; Van Craesbeek, Leen; Elen, Jan; Depaepe, Fien – Journal of Digital Learning in Teacher Education, 2017
This study examines the effects of an online learning environment on preservice teachers' pedagogical content knowledge (PCK), content knowledge (CK) (related to French in primary teacher education), and pedagogical knowledge (PK) in a quasi-experimental design. More specifically, the following research question is addressed: Is a systematically…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Prior Learning, Online Courses
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Ritzhaupt, Albert D.; Huggins-Manley, Anne Corinne; Ruggles, Krista; Wilson, Matthew – Journal of Digital Learning in Teacher Education, 2016
The TPACK (technological pedagogical content knowledge) framework (Mishra & Koehler, 2006) has gained tremendous momentum from within the educational technology community. Specifically, much discourse has focused on how to measure this multidimensional construct to further define the contours of the framework and potentially make some…
Descriptors: Preservice Teachers, Surveys, Knowledge Base for Teaching, Pedagogical Content Knowledge
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Chaaban, Youmen; Moloney, Robyn – Journal of Digital Learning in Teacher Education, 2016
The purpose of this study is to explore Lebanese teachers' perceptions of the factors determining their integration of technology into literacy classrooms. A quantitative survey examining literacy teachers' individual characteristics and their perceptions of contextual factors was conducted at Lebanese schools. The survey collected data on the…
Descriptors: Foreign Countries, Student Teacher Attitudes, Technology Integration, Literacy Education
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Dooley, Caitlin McMunn; Lewis Ellison, Tisha; Welch, Meghan M.; Allen, Mindy; Bauer, Dennis – Journal of Digital Learning in Teacher Education, 2016
This qualitative participatory action research study provides two case studies to demonstrate how teachers in Grades 4 and 6 integrated digital tools into everyday, content-focused classroom instruction. The study demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to…
Descriptors: Technology Integration, Action Research, Participatory Research, Qualitative Research
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