Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?
- Standort
-
Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
-
Online-Ressource, 1 online resource.
- Sprache
-
Englisch
- Erschienen in
-
Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter? ; day:29 ; month:7 ; year:2023 ; pages:1-23
Education and information technologies ; (29.7.2023), 1-23
- Klassifikation
-
Erziehung, Schul- und Bildungswesen
- Urheber
- Beteiligte Personen und Organisationen
-
SpringerLink (Online service)
- DOI
-
10.1007/s10639-023-12047-2
- URN
-
urn:nbn:de:101:1-2023103111361970659450
- Rechteinformation
-
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
- 14.08.2025, 10:53 MESZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Özbek, Tugce
- Wekerle, Christina
- Kollar, Ingo
- SpringerLink (Online service)
Ähnliche Objekte (12)
Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?
Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?
Solving professional problems together : the impact of collaboration on pre-service teachers’ scientific reasoning
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Evidence-based reasoning of pre-service teachers: a script perspective
Source selection and source use as a basis for evidence-informed teaching: do pre-service teachers' beliefs regarding the utility of (non-)scientific information sources matter?
Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study
"It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance
Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans
Mediendidaktische Kompetenzen von Lehrpersonen – Bedingungen und Effekte
(Wie) kann die Nutzung bildungswissenschaftlicher Evidenz Lehren und Lernen verbessern? Thesen und Fragen zur Diskussion um evidenzorientiertes Denken und Handeln von Lehrkräften
Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?
Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?
Solving professional problems together : the impact of collaboration on pre-service teachers’ scientific reasoning
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Evidence-based reasoning of pre-service teachers: a script perspective
Source selection and source use as a basis for evidence-informed teaching: do pre-service teachers' beliefs regarding the utility of (non-)scientific information sources matter?
Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study
"It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance
Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans
Mediendidaktische Kompetenzen von Lehrpersonen – Bedingungen und Effekte
(Wie) kann die Nutzung bildungswissenschaftlicher Evidenz Lehren und Lernen verbessern? Thesen und Fragen zur Diskussion um evidenzorientiertes Denken und Handeln von Lehrkräften
Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?
Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?
Solving professional problems together : the impact of collaboration on pre-service teachers’ scientific reasoning
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Evidence-based reasoning of pre-service teachers: a script perspective
Source selection and source use as a basis for evidence-informed teaching: do pre-service teachers' beliefs regarding the utility of (non-)scientific information sources matter?
Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study
"It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance
Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans
Mediendidaktische Kompetenzen von Lehrpersonen – Bedingungen und Effekte