Preservice Teachers’ TPACK Growth After Technology Integration Courses in Early Childhood Education-Reference-Cited by-同舟云学术

Preservice Teachers’ TPACK Growth After Technology Integration Courses in Early Childhood Education

Published:2023-06-18 Issue:1 Volume:35 Page:114-131
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Lim Boo Young¹^ORCID,Lake Vickie E.¹,Beisly Amber H.¹,Ross-Lightfoot Rae K.²

Affiliation:

1. Department of Instructional Leadership and Academic Curriculum, Jeannine Rainbolt College of Education, The University of Oklahoma-Tulsa

2. Reading Specialist in Piedmont Public Schools, Edmond Public Schools

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2023.2224219

Reference77 articles.

1. An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers

2. Media and Young Minds

3. Relationships among Preservice Teachers' Technology-Related Abilities, Beliefs, and Intentions to Use Technology in Their Future Classrooms

4. Ensuring the quality of the finds of qualitative research: Looking at the trustworthiness criteria;Anney B.;Journal of Emerging Trends in Educational Research and the Policy Studies (JETERAPS),2014

5. Translation Apps: Increasing Communication with Dual Language Learners

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