Instructional planning and new technologies in teacher education: the initial phase of a research project
Article Sidebar
Published
Apr 6, 2018
Main Article Content
Abstract
The purpose of this work is to present the initial phase of a research project focused on the integration of technologies in the education of kindergarten and primary school student teachers through instructional planning. Firstly, we illustrate a tool designed for planning integrated learning units and describe the training path in which it was used. Secondly, we report the results of a preliminary study conducted with 96 students attending a university course that investigates two personal traits considered as prerequisites for using the tool: perceived proficiency in technology use, and opinions on the importance of each constituent element of the tool. With regard to both traits, some statistically significant variations emerged. The results obtained are an encouragement to continue the research project to verify whether the tool could be suitable to help student teachers develop an integrated planning procedure.
Article Details
Section
Articles - Special Issue
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Abbitt, J. T., & Klett, M. D. (2007). Identifying influences on attitudes and self-efficacy beliefs towards technology integration among pre-service educators. Electronic Journal for the Integration of Technology in Education, 6(1), 28-42. Retrieved from https://pdfs.semanticscholar.org/ d1d2/625c826a098034aff9e730231f0e505a70f4.pdf
Anderson, S. E., & Maninger, R. M. (2007). Preservice teachers’ abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151-172. doi: 10.2190/H1M8-562W-18J1-634P
Angeli, C. (2015). Technological Pedagogical Content Knowledge: A framework for preparing teachers in technology integration. In M. Rui, L. Messina & T. Minerva (Eds.), Teach different! (pp. 2-6). Genova, IT: Genova University Press.
Angeli, C., & Valanides, N. (2005). Pre-service teachers as ICT designers: An instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292-302. doi: 10.1111/j.1365-2729.2005.00135.x
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. doi: 10.1016/j.compedu.2008.07.006
Angeli, C., & Valanides, N. (2013). Technology mapping: An approach for developing technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 199-221. doi: 10.2190/EC.48.2.e
Angeli, C., & Valanides, N. (Eds.) (2015). Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. New York, NY: Springer.
Brown, D., & Wendel, R. (1993). An examination of first-year teachers’ beliefs about lesson planning. Action in Teacher Education, 15(2), 63-71. doi: 10.1080/01626620.1993.10734411
Bruner, J. (1962). The new educational technology. The American Behavioral Scientist, 6(3), 5-7. doi: 10.1177/000276426200600302
Butler, D. L., & Sellbom, M. (2002). Barriers to adopting technology. Educause Quarterly, 25(2), 22-28. Retrieved from https://er.educause.edu/~/media/files/articles/2002/5/eqm0223.pdf?la=en
Cope, B., & Kalantzis, M. (Eds.) (2000). Multiliteracies: Literacy learning and the design of social futures. London, UK: Routledge.
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164-195. doi: 10.1080/15544800903076044
De Rossi, M. (2015). Saperi pedagogico-metodologico-didattici. In L. Messina & M. De Rossi, Tecnologie, formazione e didattica (pp. 117-148). Roma, IT: Carocci.
Dinham, S. M. (1989). Teaching as design: theory, research and implications for design teaching. Design Studies, 10(2), 80-88. doi: 10.1016/0142-694X(89)90040-9
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. doi: 10.1007/BF02299597
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. doi: 10.1007/BF02504683
Finger, G., Jamieson-Proctor, R., Cavanagh, R., Albion, P., Grimbeek, P., Bond, T., Fitzgerald, R., Romeo, G., & Lloyd, M. (2013). Teaching Teachers for the Future (TTF) Project TPACK Survey: Summary of the key findings. Australian Educational Computing, 27(3), 13-25. Retrieved from http://acce.edu.au/ journal/27/3/teaching-teachers-future-ttf-project-tpack-survey-summary-key-findings
Georgina, D. A., & Hosford, C. C. (2009). Higher education faculty perceptions on technology integration and training. Teaching and Teacher Education, 25(5), 690-696. doi: 10.1016/j.tate.2008.11.004
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. doi: 10.1016/j.compedu.2011.04.010
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux (Ed.), Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
Harris, J., & Hofer, M. (2016). Planning for Deep Learning Using TPACK-based Learning Activity Types. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2864-2871). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
Hermans, R., Tondeur, J. van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509. doi: 10.1016/j.compedu.2008.02.001
Herring, M. C., Koehler, M. J., & Mishra, P. (Eds.). (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators. New York, NY: Routledge.
Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77-93. doi: 10.1080/02619768.2015.1100602
John, P. D. (2006). Lesson planning and the student teacher: Re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483-498. doi: 10.1080/00220270500363620
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), pp. 383-408. doi: 10.1080/15391523.2006.10782466
Koehler, M. J., & Mishra, P. (2005a). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. doi: 10.2190/0EW7-01WB-BKHL-QDYV
Koehler, M. J., & Mishra, P. (2005b). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94-102 doi: 10.1080/10402454.2005.10784518
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from http://www. citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge
Laurillard, D. (2012). Teaching as a design science. London, UK: Routledge.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614. doi: 10.3102/0034654307309921
Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121-128. doi: 10.1016/j. compedu.2014.01.001
Messina, L. (2015). Operazionalizzare l’integrazione. In L. Messina & M. De Rossi, Tecnologie, formazione e didattica (pp. 217-251). Roma: Carocci.
Messina, L., & De Rossi, M. (2015). Tecnologie, formazione e didattica. Roma, IT: Carocci.
Messina, L., & Tabone, S. (2013). Technology proficiency, TPACK and beliefs about technology: A survey with primary school student teachers. REM-Research on Education and Media, 5(1), 11-29. Retrieved from http://ojs.pensamultimedia.it/index.php/rem_en/article/view/1413
Messina, L., & Tabone, S. (2014). Technology in university teaching: An exploratory research into TPACK, proficiency, and beliefs of Education faculty. Cadmo, XXII(1), 89-110.
doi: 10.3280/CAD2014-001009
Messina, L., & Tabone, S. (2015a). Training kindergarten and primary education student teachers to plan learning units combining TPACK, LAT and multimodality. In E. de la Poza, J. Domènech, J. Lloret, M. C. Vincent Vela & E. Zuriaga Agustí (Eds.), HEAd’ 15. 1st Conference on Higher Education Advances (pp. 349-356). Valencia, Spain: Editorial Universitat Politècnica de València.
Messina, L., & Tabone, S. (2015b). Ricerca sull’integrazione delle tecnologie nella formazione degli insegnanti. In L. Messina & M. De Rossi, Tecnologie, formazione e didattica (pp. 57-83). Roma, IT: Carocci.
Messina, L., Tabone, S., & Tonegato, P. (2015). Conoscenza sulle tecnologie. In L. Messina & M. De Rossi, Tecnologie, formazione e didattica (pp. 149-186). Roma, IT: Carocci.
Messina, L., De Rossi, M., Tabone, S., & Tonegato, P. (2016). Formare i futuri insegnanti a progettare la didattica integrando le tecnologie. In M. Rui, L. Messina & T. Minerva (Eds.), Teach Different! (pp. 286- 289). Genova, IT: Genova University Press.
Messina, L., De Rossi, M., Tabone, S., & Tonegato, P (2017). Integrare le tecnologie nella progettazione didattica: una ricerca su capacità d’uso delle tecnologie e opinioni relative agli elementi progettuali. In M. Rui (Ed.), Designing the Future (pp. CLXI-CLXXII). Genova, IT: Genova University Press.
Messina, L., De Rossi, M., Calogero, M., Tabone, S., & Tonegato, P. (2017). Metodologie didattiche e Tecnologie per la didattica: per una procedura progettuale integrata. In S. Kanizsa (Ed.), Oltre il fare. I laboratori nella formazione degli insegnanti (pp. 41-50). Reggio Emilia, IT: Edizioni Junior-Bambini Srl.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x
MIUR- Ministry of Education (2015). Piano Nazionale Scuola Digitale. Retrieved from http://www.istruzione.it/scuola_digitale/allegati/Materiali/pnsd-layout-30.10-WEB.pdf.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112. doi: 10.1016/j.compedu.2009.07.010
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. doi: 10.1080/15391523.2009.10782544
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. doi: 10.3102/0013189X015002004
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. doi: 10.17763/haer.57.1.j463w79r56455411
Thompson, A. D., & Mishra, P. (2007). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64. doi: 10.1080/10402454.2007.10784583
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre- service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. doi: 10.1016/j.compedu.2011.10.009
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge - a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. doi: 10.1111/j.1365-2729.2012.00487.x
Yinger, R. (1980). A study of teacher planning. The Elementary School Journal, 80(3), 107-127. doi: 10.1086/461181
Zhao, Y. (Ed.). (2003). What should teachers know about technology? Perspectives and practices. Greenwich, CO: Information Age Publishing.
Anderson, S. E., & Maninger, R. M. (2007). Preservice teachers’ abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151-172. doi: 10.2190/H1M8-562W-18J1-634P
Angeli, C. (2015). Technological Pedagogical Content Knowledge: A framework for preparing teachers in technology integration. In M. Rui, L. Messina & T. Minerva (Eds.), Teach different! (pp. 2-6). Genova, IT: Genova University Press.
Angeli, C., & Valanides, N. (2005). Pre-service teachers as ICT designers: An instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292-302. doi: 10.1111/j.1365-2729.2005.00135.x
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. doi: 10.1016/j.compedu.2008.07.006
Angeli, C., & Valanides, N. (2013). Technology mapping: An approach for developing technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 199-221. doi: 10.2190/EC.48.2.e
Angeli, C., & Valanides, N. (Eds.) (2015). Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. New York, NY: Springer.
Brown, D., & Wendel, R. (1993). An examination of first-year teachers’ beliefs about lesson planning. Action in Teacher Education, 15(2), 63-71. doi: 10.1080/01626620.1993.10734411
Bruner, J. (1962). The new educational technology. The American Behavioral Scientist, 6(3), 5-7. doi: 10.1177/000276426200600302
Butler, D. L., & Sellbom, M. (2002). Barriers to adopting technology. Educause Quarterly, 25(2), 22-28. Retrieved from https://er.educause.edu/~/media/files/articles/2002/5/eqm0223.pdf?la=en
Cope, B., & Kalantzis, M. (Eds.) (2000). Multiliteracies: Literacy learning and the design of social futures. London, UK: Routledge.
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164-195. doi: 10.1080/15544800903076044
De Rossi, M. (2015). Saperi pedagogico-metodologico-didattici. In L. Messina & M. De Rossi, Tecnologie, formazione e didattica (pp. 117-148). Roma, IT: Carocci.
Dinham, S. M. (1989). Teaching as design: theory, research and implications for design teaching. Design Studies, 10(2), 80-88. doi: 10.1016/0142-694X(89)90040-9
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. doi: 10.1007/BF02299597
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. doi: 10.1007/BF02504683
Finger, G., Jamieson-Proctor, R., Cavanagh, R., Albion, P., Grimbeek, P., Bond, T., Fitzgerald, R., Romeo, G., & Lloyd, M. (2013). Teaching Teachers for the Future (TTF) Project TPACK Survey: Summary of the key findings. Australian Educational Computing, 27(3), 13-25. Retrieved from http://acce.edu.au/ journal/27/3/teaching-teachers-future-ttf-project-tpack-survey-summary-key-findings
Georgina, D. A., & Hosford, C. C. (2009). Higher education faculty perceptions on technology integration and training. Teaching and Teacher Education, 25(5), 690-696. doi: 10.1016/j.tate.2008.11.004
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. doi: 10.1016/j.compedu.2011.04.010
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux (Ed.), Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
Harris, J., & Hofer, M. (2016). Planning for Deep Learning Using TPACK-based Learning Activity Types. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2864-2871). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
Hermans, R., Tondeur, J. van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509. doi: 10.1016/j.compedu.2008.02.001
Herring, M. C., Koehler, M. J., & Mishra, P. (Eds.). (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators. New York, NY: Routledge.
Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77-93. doi: 10.1080/02619768.2015.1100602
John, P. D. (2006). Lesson planning and the student teacher: Re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483-498. doi: 10.1080/00220270500363620
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), pp. 383-408. doi: 10.1080/15391523.2006.10782466
Koehler, M. J., & Mishra, P. (2005a). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. doi: 10.2190/0EW7-01WB-BKHL-QDYV
Koehler, M. J., & Mishra, P. (2005b). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94-102 doi: 10.1080/10402454.2005.10784518
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from http://www. citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge
Laurillard, D. (2012). Teaching as a design science. London, UK: Routledge.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614. doi: 10.3102/0034654307309921
Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121-128. doi: 10.1016/j. compedu.2014.01.001
Messina, L. (2015). Operazionalizzare l’integrazione. In L. Messina & M. De Rossi, Tecnologie, formazione e didattica (pp. 217-251). Roma: Carocci.
Messina, L., & De Rossi, M. (2015). Tecnologie, formazione e didattica. Roma, IT: Carocci.
Messina, L., & Tabone, S. (2013). Technology proficiency, TPACK and beliefs about technology: A survey with primary school student teachers. REM-Research on Education and Media, 5(1), 11-29. Retrieved from http://ojs.pensamultimedia.it/index.php/rem_en/article/view/1413
Messina, L., & Tabone, S. (2014). Technology in university teaching: An exploratory research into TPACK, proficiency, and beliefs of Education faculty. Cadmo, XXII(1), 89-110.
doi: 10.3280/CAD2014-001009
Messina, L., & Tabone, S. (2015a). Training kindergarten and primary education student teachers to plan learning units combining TPACK, LAT and multimodality. In E. de la Poza, J. Domènech, J. Lloret, M. C. Vincent Vela & E. Zuriaga Agustí (Eds.), HEAd’ 15. 1st Conference on Higher Education Advances (pp. 349-356). Valencia, Spain: Editorial Universitat Politècnica de València.
Messina, L., & Tabone, S. (2015b). Ricerca sull’integrazione delle tecnologie nella formazione degli insegnanti. In L. Messina & M. De Rossi, Tecnologie, formazione e didattica (pp. 57-83). Roma, IT: Carocci.
Messina, L., Tabone, S., & Tonegato, P. (2015). Conoscenza sulle tecnologie. In L. Messina & M. De Rossi, Tecnologie, formazione e didattica (pp. 149-186). Roma, IT: Carocci.
Messina, L., De Rossi, M., Tabone, S., & Tonegato, P. (2016). Formare i futuri insegnanti a progettare la didattica integrando le tecnologie. In M. Rui, L. Messina & T. Minerva (Eds.), Teach Different! (pp. 286- 289). Genova, IT: Genova University Press.
Messina, L., De Rossi, M., Tabone, S., & Tonegato, P (2017). Integrare le tecnologie nella progettazione didattica: una ricerca su capacità d’uso delle tecnologie e opinioni relative agli elementi progettuali. In M. Rui (Ed.), Designing the Future (pp. CLXI-CLXXII). Genova, IT: Genova University Press.
Messina, L., De Rossi, M., Calogero, M., Tabone, S., & Tonegato, P. (2017). Metodologie didattiche e Tecnologie per la didattica: per una procedura progettuale integrata. In S. Kanizsa (Ed.), Oltre il fare. I laboratori nella formazione degli insegnanti (pp. 41-50). Reggio Emilia, IT: Edizioni Junior-Bambini Srl.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x
MIUR- Ministry of Education (2015). Piano Nazionale Scuola Digitale. Retrieved from http://www.istruzione.it/scuola_digitale/allegati/Materiali/pnsd-layout-30.10-WEB.pdf.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112. doi: 10.1016/j.compedu.2009.07.010
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. doi: 10.1080/15391523.2009.10782544
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. doi: 10.3102/0013189X015002004
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. doi: 10.17763/haer.57.1.j463w79r56455411
Thompson, A. D., & Mishra, P. (2007). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64. doi: 10.1080/10402454.2007.10784583
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre- service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. doi: 10.1016/j.compedu.2011.10.009
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge - a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. doi: 10.1111/j.1365-2729.2012.00487.x
Yinger, R. (1980). A study of teacher planning. The Elementary School Journal, 80(3), 107-127. doi: 10.1086/461181
Zhao, Y. (Ed.). (2003). What should teachers know about technology? Perspectives and practices. Greenwich, CO: Information Age Publishing.