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Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology

1, 2024

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A review of AI teaching and learning from 2000 to 2020

Education and information technologies, 2023-07, Vol.28 (7), p.8445-8501

2023

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Global Agendas and Education Reforms: A Comparative Study

2024

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Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

1, 2019

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Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19

Advances in health sciences education : theory and practice, 2022-08, Vol.27 (3), p.577-603

2022

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Teacher development in integrated STEM education: Design of lesson plans through the lens of computational thinking

Education and information technologies, 2023-03, Vol.28 (3), p.3443-3474

2023

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Embracing Digital Technology in Science Classrooms—Secondary School Teachers’ Enacted Teaching and Reflections on Practice

Journal of science education and technology, 2020-06, Vol.29 (3), p.431-441

Walan, Susanne

2020

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Teachers and the Epistemology of History: .

2024

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Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

Journal of science education and technology, 2013-06, Vol.22 (3), p.325-336

2013

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Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking

Education and information technologies, 2023-07, Vol.28 (7), p.7927-7954

2023

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Expansive learning in the learning assistant model: how instructors’ goals lead to differences in implementation and development of LAs’ practices

International journal of STEM education, 2024-12, Vol.11 (1), p.37-25, Article 37

2024

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Distributed Learning Ecosystems: Concepts, Resources, and Repositories

1st Edition 2023, 2023

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Virtues as Integral to Science Education: Understanding the Intellectual, Moral, and Civic Value of Science and Scientific Inquiry

1st edition, 2021

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Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum

International Journal of STEM Education, 2023-12, Vol.10 (1), p.38-32, Article 38

2023

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Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

Journal of science education and technology, 2017-08, Vol.26 (4), p.394-405

2017

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Understanding How the Perceived Usefulness of Mobile Technology Impacts Physics Learning Achievement: a Pedagogical Perspective

Journal of science education and technology, 2020-12, Vol.29 (6), p.743-757

2020

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Computer programming in primary schools: Swedish Technology Teachers’ pedagogical strategies

International journal of technology and design education, 2023-09, Vol.33 (4), p.1345-1368

2023

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Supporting Teachers to Customize Curriculum for Self-Directed Learning

Journal of science education and technology, 2022-10, Vol.31 (5), p.660-679

2022

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Supporting Elementary Teachers’ Technological, Pedagogical, and Content Knowledge in Computational Thinking Integration

Journal of science education and technology, 2023-08, Vol.32 (4), p.583-596

2023

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From classroom learning to real-world skills: an autoethnographic account of school field trips and STEM work immersion program management

Disciplinary and Interdisciplinary Science Education Research, 2024-12, Vol.6 (1), p.20-13, Article 20

Acut, Dharel P.

2024

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Policy translation in assemblage: networked actors mediating science teachers’ policy play

Disciplinary and Interdisciplinary Science Education Research, 2023-12, Vol.5 (1), p.14-23, Article 14

2023

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Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

International journal of STEM education, 2022-07, Vol.9 (1), p.1-21, Article 45

2022

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Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

Journal of science education and technology, 2013-12, Vol.22 (6), p.838-857

2013

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From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

Journal of science education and technology, 2010-12, Vol.19 (6), p.553-564

2010

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Examining the Uses of Student-Led, Teacher-Led, and Collaborative Functions of Mobile Technology and Their Impacts on Physics Achievement and Interest

Journal of science education and technology, 2019-08, Vol.28 (4), p.310-320

2019

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Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology

A review of AI teaching and learning from 2000 to 2020

Global Agendas and Education Reforms: A Comparative Study

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19

Teacher development in integrated STEM education: Design of lesson plans through the lens of computational thinking

Embracing Digital Technology in Science Classrooms—Secondary School Teachers’ Enacted Teaching and Reflections on Practice

Teachers and the Epistemology of History: .

Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking

Expansive learning in the learning assistant model: how instructors’ goals lead to differences in implementation and development of LAs’ practices

Distributed Learning Ecosystems: Concepts, Resources, and Repositories

Virtues as Integral to Science Education: Understanding the Intellectual, Moral, and Civic Value of Science and Scientific Inquiry

Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum

Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

Understanding How the Perceived Usefulness of Mobile Technology Impacts Physics Learning Achievement: a Pedagogical Perspective

Computer programming in primary schools: Swedish Technology Teachers’ pedagogical strategies

Supporting Teachers to Customize Curriculum for Self-Directed Learning

Supporting Elementary Teachers’ Technological, Pedagogical, and Content Knowledge in Computational Thinking Integration

From classroom learning to real-world skills: an autoethnographic account of school field trips and STEM work immersion program management

Policy translation in assemblage: networked actors mediating science teachers’ policy play

Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

Examining the Uses of Student-Led, Teacher-Led, and Collaborative Functions of Mobile Technology and Their Impacts on Physics Achievement and Interest

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