Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence

By Jo Tondeur, Johan van Braak, Guoyuan Sang, Joke Voogt, Petra Fisser, Anne T. Ottenbreit-Leftwich. Comput. Educ., 2012

953 citations recorded by the source corpus.

Subfields: Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/c182ee187bc08799125116ccd2cd95267dc14634

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Daniel Boase-Jelinek
2. Jenni Parker
3. Joke Voogt
4. Punya Mishra
5. Maura Borrego
6. Fanny Pettersson
7. Ove Edvard Hatlevik
8. Jan Herrington

In Gender Studies

1. Punya Mishra
2. Fanny Pettersson
3. Ove Edvard Hatlevik
4. Jan Herrington
5. G. Gudmundsdottir

Citations in the corpus

• On the issues of digital competence in educational contexts – a review of literature (2018, background): “The third sub-theme is related to digital competence in teacher education (EsteveMon et al. 2016; Hatlevik 2016; Instefjord 2014; Kihoza et al. 2016; Kivunja 2013; Krumsvik 2009, 2011, 2012; Lund et al. 2014; Tondeur et al. 2012; Tømte et al. 2015; Røkenes and Krumsvik 2016).”
• Newly qualified teachers’ professional digital competence: implications for teacher education (2018, background): “Internationally, we found literature on newly qualified teachers’ varied experiences with their initial teacher education (ITE) and the use of ICT (Tondeur 2012; Sang et al. 2010; Tezci 2009).”
• Challenges to learning and schooling in the digital networked world of the 21st century (2013, background): “Tondeur et al. (2012) reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons.”
• Connected authentic learning: Reflection and intentional learning (2014, background): “Universities preparing pre-service teachers to teach in the ‘classrooms of tomorrow’ frequently use largely inappropriate reductionist methods that focus on access to technology and technology skills (cf. Tondeur et al., 2012; Polly et al., 2010).”
• What Is the State of theArt of Systematic Reviewin Engineering Education? (2015, background): “Four reviews were exemplary in providing reasons that they excluded studies (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012; Koro-Ljungberg & Douglas, 2008; Tondeur et al., 2012; Uttal et al., 2013).”