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Journal of Digital Learning in Teacher Education is a peer-reviewed journal published by Taylor & Francis, covering Online and Blended Learning, Education and Technology Integration, Teacher Education and Leadership Studies.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Digital Learning in Teacher Education 12 (3): 45–58.
Formats any DOI in Journal of Digital Learning in Teacher Education style. No sign-up. |
| Publishes research in | Online and Blended Learning Education and Technology Integration Teacher Education and Leadership Studies Innovative Teaching and Learning Methods Literacy, Media, and Education |
| ISSN | 2153-2974 |
| Citation impact (2-yr) | 4.23 |
| h-index | 48 |
| i10-index | 173 |
| Total citations | 9,360 |
| Top institutions publishing here | Arizona State University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This exploratory study investigated the relationship between measures of Technological Pedagogical Content Knowledge (TPACK) and the self-efficacy beliefs of preservice teachers about technology integration. Within a single-group, pretest-posttest design, a correlational analysis identified several knowledge domains in the TPACK model that the researcher found to have a significant and positive correlation with self-efficacy beliefs about…
This article offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The authors accomplish this by identifying common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral…
Based on a study at two Swedish universities, this article aimed to identify teacher educators' use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two universities; in total, 105 teacher educators responded. The survey…
The educational impact of Generative AI (GenAI) technologies, such as ChatGPT, has received significant attention. We use the TPACK framework to discuss the types of knowledge teachers require to effectively use GenAI tools. We highlight the qualities of GenAI that make it like other digital technologies (they are protean, opaque, and unstable) as well as…
AbstractAlthough a wealth of literature discusses the factors that affect technology integration in general and how to improve professional development efforts, few studies have examined issues related to learner-centered technology integration. Thus, this study aims to explore K–12 teachers' beliefs, perceptions, barriers, and support needs in the context of creating technology-enhanced, learner-centered classrooms. The researcher…
