Now showing items 1-4 of 4
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study
(Journal article / Tidsskriftartikkel / SubmittedVersion, 2020)
The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for technological pedagogical content knowledge (TPACK). Specifically, we focused on ...
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
(Journal article / Tidsskriftartikkel / SubmittedVersion, 2019)
The extent to which teachers adopt technology in their teaching practice has long been in the focus of research. Indeed, a plethora of models exist explaining influential factors and mechanisms of technology use in classrooms, ...
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modelling approaches
(Journal article / Tidsskriftartikkel / SubmittedVersion, 2018)
A large body of literature suggests that attitudes toward technology and its educational use are important determinants of technology acceptance and integration in classrooms. At the same time, teachers' Technological, ...
A latent profile analysis of adult students' online self-regulation in blended learning environments
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2019)
Self-regulated learning (SRL) is crucial for academic success; therefore support, to enhance and maintain SRL skills is important. In blended adult education, the heterogeneity of adults creates diversity in SRL abilities, ...