Aligning with Practice: Examining the Effects of a Practice-Based Educational Technology Course on Preservice Teachers’ Potential to Teach with Technology

Author:

Neumann Kalianne L.ORCID,Alvarado-Albertorio Frances,Ramírez-Salgado Andrea

Publisher

Springer Science and Business Media LLC

Subject

Computer Science Applications,Education

Reference65 articles.

1. Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological and pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. https://doi.org/10.1080/21532974.2011.10784670

2. Archambault, L. (2011). The practitioner's perspective on teacher education: Preparing for the K-12 online classroom. Journal of Technology and Teacher Education, 19(1), 73–91. https://www.learntechlib.org/primary/p/31410/

3. Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656–1662. https://doi.org/10.1016/j.compedu.2010.07.009

4. Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1) https://citejournal.org/volume-9/issue-1-09/general/examining-tpack-among-k-12-online-distance-educators-in-the-united-states

5. Archambault, L., DeBruler, K., & Freidhoff, J. (2014). K-12 online and blended teacher licensure: Striking a balance between policy and preparedness. Journal of Technology and Teacher Education, 22(1), 83–106 https://www.learntechlib.org/primary/p/112361/

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