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Journal of Technology and Teacher Education

July 2019 Volume 27, Number 3

Editors

Richard E. Ferdig

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Table of Contents

Number of articles: 4

  1. A Clash Between Knowledge and Practice: A Case Study of TPACK in Three Pre-service Secondary Mathematics Teachers

    Rejoice Akapame, University of Washington, Bothell, United States; Elizabeth Burroughs, Montana State University, United States; Elizabeth Arnold, James Madison University, United States

    This research aims to explore the development and use of Technological Pedagogical Content Knowledge (TPACK) in pre-service secondary mathematics teachers. For this multiple case study, evidence of... More

    pp. 269-304

  2. Teacher Preconceptions of Computational Thinking: A Systematic Literature Review

    Lautaro Cabrera, University of Maryland, College Park, United States

    Computational Thinking (CT) is an increasingly relevant concept that researchers are promoting in formal learning contexts. In their mission to prepare teachers to integrate CT into K-12 schooling,... More

    pp. 305-333

  3. Teachers’ concerns about adopting technology-enhanced embodied learning and their mitigation through Professional Development

    Yiannis Georgiou, Research Center on Interactive Media, Smart Systems & Emerging Technologies, Cyprus; Andri Ioannou, Cyprus University of Technology, Cyprus

    Technology-enhanced embodied learning is argued to have the potential to revolutionize K-12 education. Despite the affordances of technology-enhanced embodied learning, its integration in... More

    pp. 335-371

  4. Studying teachers' self-efficacy and experience while empowering technology use through personalized professional learning

    Allison Hall, Arizona State University, United States; Lida Uribe-Flórez & Kerry Rice, Boise State University, United States

    The purpose of this mixed-methods study was to investigate the impact and experiences of teachers who had engaged in a personalized professional learning program to promote ICT integration in preK-... More

    pp. 373-413