The aim of the study is to adapt the "Maker-Based Technological Pedagogical Content Knowledge" scale developed by Ku et al. (2021) for pre-service science teachers into Turkish. The study group for the research consists of 188 pre-service science teachers studying at the Department of Science Education at three state universities in…

The primary objective of the research reported on here was to decide whether a combined framework of the theory of planned behaviour (TPB) and technological pedagogical and content knowledge (TPACK) could be a valid and reliable model to predict Indonesian pre-service science teachers' (PSTs') actual use of technology (AUT) during teaching…

The purpose of this study was to understand what veteran elementary educators need to be successful with integrating technology into their current practices. While previous research has examined educator needs and successful professional development strategies, the voice of the veteran elementary educator is missing. Using the case study…

While technology is prevalent in American classrooms, meaningful technology integration remains an issue, indicating a lack of effective professional development. Unlike the typical workshop model, professional learning communities (PLCs) utilize teacher-centered approaches to professional development. Kolb's experiential learning theory,…

This exploratory study focused on the Technology Teaching Assistantship (TTA) Program at the College of Education in a Midwest university as a strategy tool to improve the preparation of teacher educators to coach teacher candidates in and model design and implementation of technology-enhanced learning experiences; emphasizing discipline-specific…

This article focuses on the need for teachers to develop online skills and describes how experiential, participant focused workshops can change the way in which language teachers can integrate technology into their teaching and help them to successfully implement these 21st century skills. It starts by briefly sketching the development of online…

Transforming learner knowledge acquisition, application, and creation in digital learning may be supported by the implementation of blended learning and flipped classroom/learning, approaches that are now becoming a phenomenon in higher education practice in Vietnam. In practice, educators have approached flipped classrooms through various…

Despite the growing number of international professional development programs, there is very little published research regarding the structures and effectiveness of these programs. This paper shares the design and development of the technology component of an international professional development (PD) program designed for secondary English as…

Although a growing number of students are accessing online learning programs, there are concerns about the quality of these programs. Multiple reports examined online program quality, but many of those studies had methodology and design issues that make it difficult to interpret the findings conclusively. This study attempted to address the…

Aim/Purpose: These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. Background: We incorporated online forums for generating a Community of Inquiry (CoI) in a faculty development program. Extending the Technology, Pedagogy, and Content…

In recent years increased attention has been placed on physical education teachers' use of technology. To date little research has been disseminated regarding the strategies physical education teacher education (PETE) programs are employing to prepare preservice teacher's to use technology. The purpose of this study was to examine the influence a…

Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the…

As part of the Teaching Teachers for the Future (TTF) project, Monash University initiated several strategies to assist pre-service teachers' integration of ICTs in their classroom practice. These included modelling of ICT pedagogical integration, assessment of ICT pedagogical integration, relocating pre-service teacher classes to a working…