Now showing items 1-4 of 4
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, ...
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, ...
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 ...
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, ...