Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology

By Guoyuan Sang, Martin Valcke, Johan van Braak, Jo Tondeur. Comput. Educ., 2010

880 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Information Systems

View Paper: https://www.semanticscholar.org/paper/e58befb4080f4336c302fa623a84900512827679

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Citations in the corpus

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).”
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, neutral): “…and their findings generally suggest that (computer) TSE may positively affect teachers’ perceived usefulness, ease of use, and attitude toward computer use (Wong, Teo, & Russo, 2012), which, in turn, may contribute to their prospective use of technology in class (Chen, 2010; Sang et al., 2010).”
Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011, methodology): “A 46-item survey instrument was formulated by first using 28 items from Schmidt et al.’s (2009) survey designed to measure six TPACK constructs (i.e. TK, CK, PCK, TCK, TPK, and TPACK). Schmidt et al.’s TPACK survey was chosen over others that evaluated technology-specific TPACK (such as Archambault ”
ICT in Education: A Critical Literature Review and Its Implications (2013, background): “In addition to the influence of teacher attitudes, Sang et al. (2010) further indicated that preservice teachers with highly constructivist teaching beliefs have stronger intentions to integrate technology into their future teaching practices.”