The effective integration of Information and Communication Technologies (JCT) in mathematics education has become a challenge for practitioners and researchers. In this sense, the TPACK framework has been employed in many studies associated with the use of JCT in the classrooms. However, reports on the pre-service teachers' development of TP A CK…

The objective of this study is to investigate the factors influencing the integration of ICT of starting teachers in lower secondary schools in the Turkish context. Both quantitative and qualitative research was implemented for this objective. The participants were selected according to a stratified two-stage sampling design. That is, they were…

This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to…

Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…

In the framework of a development cooperation program on quality of education in Vietnam, a professional development trajectory for teacher educators on the use of information and communication technology (ICT) in education was developed and implemented over the course of a three-year program. We describe how the framework on "Technological…

This exploratory study investigated the relationship between measures of Technological Pedagogical Content Knowledge (TPACK) and the self-efficacy beliefs of preservice teachers about technology integration. Within a single-group, pretest-posttest design, a correlational analysis identified several knowledge domains in the TPACK model that the…

The focus of this exploratory study was to examine levels of technology integration, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) in preservice and inservice agricultural education teachers in Oklahoma. The findings of this study suggest that intrapersonal factors, such as self-efficacy, outcome expectations, and…

The purpose of this mixed methods study was twofold. First, the study assessed whether Davis' (1989) Technology Acceptance Model (TAM) was useful in predicting instructional usage of the interactive whiteboard (IWB), as reported by K-8 teachers. Second, the study set out to understand what motivated those teachers to use the IWB for classroom…

The purpose of this mixed-methods study was to evaluate the efficacy of 14 Mathematics, Science and Technology Teacher Preparation (MSTTP) academies located across the state of Texas. The aim of the academies was to increase the number of highly qualified mathematics, science and technology teachers, while also improving the quality of certified…