Preservice and inservice teachers' pedagogical reasoning underlying their most‐valued technology‐supported instructional activities.
We examined teachers' pedagogical reasoning for and the technological knowledge underlying their most‐valued technology‐supported activities for teaching and learning. Data from 140 preservice and 100 inservice teachers included open‐ended, narrative responses to survey questions. Qualitative resear...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 4; pp. 549 - 569 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2020
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| Acceso en línea: | Ver este registro en EBSCOhost |