Journal of Technology and Teacher Education
July 2019 Volume 27, Number 3
Editors
Richard Hartshorne
Table of Contents
Number of articles: 4
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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
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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
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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
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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
