1. Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological 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. Abric, J. C. (1993). Central system, peripheral system: their functions and roles in the dynamics of social representations. Papers on social representations, 2, 75-78. Retrieved on 25 June, 2017 from http://www.psr.jku.at/PSR1993/PSR1993.htm.
3. Abric, J. C. (1994). Pratiques sociales et représentations [Social practices and representations]. Paris: PUF.
4. Aoudé, P. (2007). Formation initiale aux TIC des futurs professeurs d’école: entre représentation et évaluation [Initial ICT training for future school teachers: between representation and evaluation]. Revue électronique EpiNet (online journal), 100. Retrieved on 18 June, 2017 from http://www.epi.asso.fr/revue/articles/a0712a.htm.
5. Arnold, S. R., Padilla, M. J., & Tunhikorn, B. (2009). The development of pre-service science teachers’ professional knowledge in utilizing ICT to support professional lives. Eurasia Journal of Mathematics, Science and Technology Education, 5(2), 91–101. https://doi.org/10.12973/ejmste/75261.