Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Iris Backfisch"'
Publikováno v:
Computers and Education Open, Vol 7, Iss , Pp 100200- (2024)
Designing effective interventions that foster (pre-service) teachers' knowledge to teach with technologies is paramount in education research. Researchers have prominently relied on the TPACK-model as theoretical foundation to design such interventio
Externí odkaz:
https://doaj.org/article/09f962fb8a1d46fdb34784b023dfe515
Publikováno v:
Frontline Learning Research, Vol 12, Iss 1 (2024)
Technology integration is regarded as a crucial and complex endeavour to enhance students’ learning and prepare them to participate in a digital society. Although the research landscape on teachers’ technology integration is vivid and stimulating
Externí odkaz:
https://doaj.org/article/461461043943451bb9b005aacec69e22
Publikováno v:
Research Synthesis Methods. 13:284-289
Researchers increasingly engage in adopting open science practices in the field of research syntheses, such as preregistration. Preregistration is a central open science practice in empirical research to enhance transparency in the research process a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1cc8ea1cfad923dab13bbac77a49b029
https://doi.org/10.1002/jrsm.1540
https://doi.org/10.1002/jrsm.1540
Technology integration in the classroom is seen as a crucial factor to enhance teaching and learning processes. Whether and how technology affects student learning, depends on how teachers integrate technology into their classroom practice. To invest
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d372f121d40fe55b80b2b83c7c8cb5ff
https://doi.org/10.31234/osf.io/87nav
https://doi.org/10.31234/osf.io/87nav
In an expertise study with 94 mathematics teachers varying in their teaching experience (i.e., pre-service, induction, in-service teachers), we examined effects of teachers’ professional knowledge and motivational beliefs on their ability to effect
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9e63cc67a852421581c07760aa420db1
https://doi.org/10.31234/osf.io/xa7tg
https://doi.org/10.31234/osf.io/xa7tg
Publikováno v:
Educational Technology Research and Development. 66:1051-1067
Students are often challenged by the demand of writing cohesive explanatory texts. Prior research has shown that providing students with concept map feedback that visualizes explanatory cohesion deficits helped students generate more cohesive explana
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4957585a4e9e5add4affb857c66970ba
https://doi.org/10.1007/s11423-018-9571-4
https://doi.org/10.1007/s11423-018-9571-4
Publikováno v:
Teaching and Teacher Education. 104:103390
Although integrating technologies for teaching has received much attention, research demonstrated that teachers rarely use technologies likely because of low levels of technology-related motivation. Theories on teacher motivation such as Expectancy-V
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::78310d25a39a809f0f5d564f1bb8b2f8
https://doi.org/10.1016/j.tate.2021.103390
https://doi.org/10.1016/j.tate.2021.103390
Publikováno v:
Computers & Education. 166:104159
Technology integration in the classroom is seen as an important educational innovation to enhance teaching and learning processes in the 21st century. Teacher motivation has been seen as a critical prerequisite for successful technology integration i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::89da89881b29fafd62b819c63f1268c3
https://doi.org/10.1016/j.compedu.2021.104159
https://doi.org/10.1016/j.compedu.2021.104159
Publikováno v:
Learning and Instruction. 66:101300
In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::916eca61a0a27173fef2f9316046cbc5
https://doi.org/10.1016/j.learninstruc.2019.101300
https://doi.org/10.1016/j.learninstruc.2019.101300
Publikováno v:
Computers & Education. 142:103645
Teachers' technological pedagogical knowledge (TPK) is regarded as a critical prerequisite to effectively use technology during teaching across content domains. Previous findings on the availability of TPK, and its relation to other corresponding com
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8cd860bd9da49ca4df3428d24c5330f7
https://doi.org/10.1016/j.compedu.2019.103645
https://doi.org/10.1016/j.compedu.2019.103645