Charoula Angeli

TL;DR: The theoretical models proposed herein can positively impact the development of ICT-TPCK and the transformative view is adopted concluding that TPCK is a unique body of knowledge that is constructed from the interaction of its individual contributing knowledge bases.

TL;DR: The authors analyzed discussion in an online conferencethat supplemented class discussion using an instructional method called the starter-wrappertechnique within a traditional graduate leveleducational psychology course and found that students were using high level cognitive skills such as inferencing and judgment as well as metacognitive strategies related to reflectingon experience and self-awareness.

TL;DR: Evidence from the present study indicates that the evolved model was effective in developing some aspects of ICT-related PCK, and more systematic efforts are needed to engage preservice elementary teachers in technology-rich design activities, so that they can adequately develop all aspects ofICT- related PCK.

TL;DR: There is a lack of adequate empirical evidence in terms of the effectiveness of the frameworks proposed herein, but it is expected that the knowledge and research base will dramatically increase over the next several years, as more countries around the world add computer science as a separate school subject to their K-6 curriculum.

TL;DR: Investigating the extent to which an electronic conferencing system, named COW (“Conferencing on the Web”), facilitates pre-service teachers’ communication outside their classroom, when discussing teaching cases from their field experiences, showed the potential of COW and case-based instruction to foster quality discourse and promote students’ critical-thinking skills.