Search results for author:"Chrystalla Mouza"
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Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK)
Computers & Education Vol. 71, No. 1 (February 2014) pp. 206–221
The purpose of this study is to describe an integrated pedagogical approach, aimed at advancing preservice teachers' learning on the use of technology and investigate its impact on participants' knowledge (i.e., TPACK) and practice. The integrated...
Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)
Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)
This study presents the design of an educational technology course for pre-service teachers specific to incorporating computational thinking in K-8 classroom settings. Subsequently, it examines how participation in the course influences pre-service...
Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers
Journal of Technology and Teacher Education Vol. 24, No. 4 (October 2016) pp. 471–499
The purpose of this quantitative study was to develop and test a survey instrument to measure pre-service teachers? Technological Pedagogical Content Knowledge (TPACK) framed by a transformative lens. The Survey of Teaching Knowledge with...