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Ulrike Franke; Iris Backfisch; Luisa Scherzinger; Arash Tolou; Christoph Thyssen; Taiga Brahm; Ina Rudolf; Andreas Lachner – Educational Technology Research and Development, 2024
Peer feedback is regarded as playing a vital role in fostering preservice teachers' noticing and reasoning skills during technology integration. However, novices in particular (e.g., pre-service teachers) tend to provide rather superficial feedback, which does not necessarily contribute to professional development. Against this background, we…
Descriptors: Preservice Teacher Education, Preservice Teachers, Peer Evaluation, Prompting
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Zilka, Gila Cohen – Educational Technology Research and Development, 2021
Given the great importance of integrating computers into kindergartens and the fact that today such integration has been implemented only partially, there is a need for research to examine the factors that make it difficult to achieve this end. Thus our study focused on the attitudes of preservice kindergarten teachers regarding the integration of…
Descriptors: Preservice Teachers, Kindergarten, Females, Positive Attitudes
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Newby, Timothy J.; Cheng, Zui – Educational Technology Research and Development, 2020
Digital badges, widely known as alternative or micro-credentials, have gained increasing recognition in recent years as innovative pedagogical tools in higher education. Despite many anecdotal and conceptual statements of value, the effectiveness of using digital badges to improve learning performance is still largely unknown. This study addressed…
Descriptors: Recognition (Achievement), Teaching Methods, Scaffolding (Teaching Technique), Preservice Teachers
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Barahona, Camila; Nussbaum, Miguel; Martin, Vicente; Meneses, Alejandra; Arriagada, Silvana; Di Serio, Angela; Hilliger, Isabel – Educational Technology Research and Development, 2023
Developing critical thinking is becoming increasingly important as is giving and receiving feedback during the learning process. The aim of this work is to study how technology can scaffold peer assessment activities to develop critical thinking among pre-service teachers and study the relevance of giving and receiving feedback. A series of…
Descriptors: Preservice Teachers, Preservice Teacher Education, Critical Thinking, Thinking Skills
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Foulger, Teresa S.; Buss, Ray R.; Su, Man – Educational Technology Research and Development, 2021
Prior to this study, a testable model for the influence of contextual knowledge (XK) on teacher candidates' intention to integrate technology into classroom instruction had not been established. We applied the Decomposed Theory of Planned Behavior (DTPB) to aid us in this effort. Our work (a) provided a theoretical conceptualization for factors of…
Descriptors: Preservice Teachers, Intention, Technology Integration, Educational Technology
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Hall, Jacob A.; Lei, Jing; Wang, Qiu – Educational Technology Research and Development, 2020
The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were…
Descriptors: Educational Principles, Preservice Teachers, Technological Literacy, Pedagogical Content Knowledge
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Forkosh-Baruch, Alona; Phillips, Michael; Smits, Anneke – Educational Technology Research and Development, 2021
This article focuses on preservice and in-service teachers' pedagogical reasoning, decision making and action concerning technology integration for learning. We examine this topic in light of three contemporary barriers in policy, practice and research, namely: the lack of an integrative model that considers how teachers come to shape their…
Descriptors: Decision Making, Thinking Skills, Technology Integration, Preservice Teachers
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Sadaf, Ayesha; Newby, Timothy J.; Ertmer, Peggy A. – Educational Technology Research and Development, 2016
The purpose of the study was to investigate factors that predict preservice teachers' intentions and actual uses of Web 2.0 tools in their classrooms. A two-phase, mixed method, sequential explanatory design was used. The first phase explored factors, based on the decomposed theory of planned behavior, that predict preservice teachers' intentions…
Descriptors: Web 2.0 Technologies, Preservice Teachers, Intention, Technology Integration
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Kale, Ugur; Akcaoglu, Mete – Educational Technology Research and Development, 2018
Seeing the relevance of tasks for future use is important for developing value and interest in them. We employed a pre- and post-test quasi-experimental design using a mixed-methods approach to examine if reflecting on the relevance of technology to future teaching practices influences elementary and secondary preservice teachers' utility value…
Descriptors: Pretests Posttests, Quasiexperimental Design, Mixed Methods Research, Technology Uses in Education
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Lee, Chia-Jung; Kim, ChanMin – Educational Technology Research and Development, 2017
This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Instructional Design, Models
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Lee, Chia-Jung; Kim, ChanMin – Educational Technology Research and Development, 2014
The purpose of this study was (a) to develop an instructional design model for preservice teachers' learning of technological pedagogical content knowledge (TPACK) in multidisciplinary technology integration courses and (b) to apply the model to investigate its effects when used in a preservice teacher education setting. The model was applied…
Descriptors: Preservice Teacher Education, Preservice Teachers, Instructional Design, Models
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Al-Awidi, Hamed Mubarak; Alghazo, Iman Mohammad – Educational Technology Research and Development, 2012
This study examines the effect of the student teaching experience on preservice elementary teachers' self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE. The participants were 62 pre-service elementary teachers at the United Arab Emirates University. Pre- and post-survey was administered to…
Descriptors: Student Teaching, Teaching Experience, Preservice Teachers, Elementary School Teachers
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Lubin, Ian A.; Ge, Xun – Educational Technology Research and Development, 2012
This paper discusses a qualitative study which examined students' problem-solving, metacognition, and motivation in a learning environment designed for teaching educational technology to pre-service teachers. The researchers converted a linear and didactic learning environment into a new open learning environment by contextualizing domain-related…
Descriptors: Preservice Teachers, Instructional Design, Problem Solving, Metacognition
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Kim, ChanMin; Keller, John M. – Educational Technology Research and Development, 2011
The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers' motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an educational technology course for preservice teachers was randomly assigned to one of two groups: one…
Descriptors: Preservice Teachers, Technology Integration, Student Motivation, Educational Technology
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Ozogul, Gamze; Olina, Zane; Sullivan, Howard – Educational Technology Research and Development, 2008
The study investigated the effects of three types of evaluation on preservice teachers' performance, knowledge and attitudes related to writing lesson plans that incorporate technology. Subjects were randomly assigned to one of the three treatment conditions: teacher-evaluation, self-evaluation or peer-evaluation. All groups completed three class…
Descriptors: Preservice Teachers, Lesson Plans, Peer Evaluation, Feedback (Response)