Teachers’ knowledge for implementing constructivist instruction with technology is termed as their constructivist-oriented technological pedagogical content knowledge. There are currently no available surveys for understanding teachers’ perceptions in this aspect. Therefore, teachers’ perceived knowledge gaps in terms of constructivist-oriented technology integration are not well understood. Us...

In this article students’ success, their problems in the process of learning pedagogical knowledge, reasons of the low results, increasing of quality of knowledge with the help of role – situations at the pedagogical lessons are considered. There are different approaches to define the quality of future teachers’ pedagogical knowledge in scientific literature. During the investigation significan...

The role of technology in education is undeniable (Niess, 2005). Teachers as moulders of human beings need to be skillful in integrating technology in education to deliver what they teach effectively. According to Malaysian Education Blueprint (2012) pre-service service teachers of Universiti Utara Malaysia are expected to master Information and Communication Technology (ICT) integration in the...

Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such knowledge, i.e., the technological, pedagogical, and content knowledge (TPACK). A questionnaire ...