Teachers’ subject competence in digital times

References

• Al-Khatib H. How has pedagogy changed in a digital age? ICT supported learning: dialogic forums in project work. 2012. http://www.eurodl.org/?article=382 (Accessed 2015-02-19)..
   Google Scholar
• Angeli C., Valanides N. Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: advances in technological pedagogical content knowledge (TPCK). Computers & Education. 2009; 52: 154–168. [PubMedAbstract] [PubMedCentralFullText].
   Google Scholar
• Aristotle. 350 BCE/(2009). The Nicomachean ethics. Greensboro, NC: WLC Books.
   Google Scholar
• Barbosa da Silva A. Svensson P-G., Starrin B. Kvalitativa analysmetoder. Kvalitativa studier i teori och praktik. 1996); Lund: Studentlitteratur.
   Google Scholar
• Becker H. J., Ravitz J. L. Computer use by teachers: are Cuban's predictions correct? Paper presented at the 2001 Annual Meeting of the American Educational Research Association, Seattle. 2001)
   Google Scholar
• Bengtsson J. Med livsvärlden som grund. 2000; Lund: Studentlitteratur.
   Google Scholar
• Chai C-S., Koh J. H-L., Tsai C-C. A review of technological pedagogical content knowledge. Educational Technology & Society. 2013; 16(2): 31–51. [PubMedAbstract] [PubMedCentralFullText].
   Google Scholar
• Condie R., Munro B. The impact of ICT in schools – a landscape review. 2007). http://dera.ioe.ac.uk/1627/1/becta_2007_landscapeimpactreview_report.pdf (Accessed 2015-02-19)..
   Google Scholar
• Cuban L. So much high-tech money invested, so little use and change in practice: how come? Paper prepared for the Council of Chief State School Officers’ Annual Technology Leadership Conference. 2000); D.C: Washington.
   Google Scholar
• Cuban L. Oversold and underused: reforming schools through technology, 1980–2000. 2001; Cambridge MA: Harvard University Press.
   Google Scholar
• Davis B., Simmt E. Mathematics-for-teaching: an ongoing investigation of the mathematics that teachers (need to) know. Educational Studies in Mathematics. 2006; 61(3): 293–319.
   Google Scholar
• De Nobile J. Primary teacher knowledge of science concepts and professional development: implications for a case study. Teaching Science – the Journal of the Australian Science Teachers Association. 2007; 53(2): 20–23.
   Google Scholar
• Dunleavy M., Dexter S., Heinecke W. F. What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?. Journal of Computer Assisted Learning. 2007; 23: 440–452.
   Web of Science ®Google Scholar
• Fuchs T., Woessmann L. Computers and student learning: bivariate and multivariate evidence on the availability and use of computers at home and at school. 2004. http://www.res.org.uk/econometrics/504.pdf (Accessed 2015-02-19)..
   Google Scholar
• Heidegger M. Sein und zeit. 1927; Tübingen: Max Neimeyer verlag.
   Google Scholar
• Heidegger M. The question concerning technology and other essays. 1977; New York: Harper Torchbooks.
   Google Scholar
• Hennesey S., Ruthven K., Brindely S. Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies. 2005; 37(2): 155–192.
   Web of Science ®Google Scholar
• Hirst P. What is teaching?. Journal of Curriculum Studies. 1971; 3(1): 5–18.
   Web of Science ®Google Scholar
• Ihde D. Postphenomenology and technoscience. 2009; New York: Suny Press.
   Google Scholar
• Ihde D. Embodied technics. 2010; Atomic Press/VIP.
   Google Scholar
• Ihde D. Heidegger's technologies. Postphenomenological perspectives. 2010b; New York: Fordham University Press.
   Google Scholar
• Ilomäki L., Kantosalo A., Lakkala M. What is digital competence?. 2011. http://linked.eun.org/c/document_library/get_file?p_l_id=16319&folderId=22089&name=DLFE-711.pdf (Accessed 2015-02-19)..
   Google Scholar
• Klafki W. Klafki W. Zur Unterrichtsplannung im Sinne kritisch-konstructiver Didaktik. Neue Studien zur Bildungstheorie und Didaktik: Zeitgemäße Allgemeinbildung und kritisch-konstruktiver Didaktik. 1993; Weinheim: Beltz Verlag.
   Google Scholar
• Kleiger A., Ben-Hur Y., Bar-Yossef N. Integrating laptop computers into classroom: attitudes, needs, and professional development of science teachers – a case study. Journal of Science Education Technology. 2010; 19: 187–198.
   Web of Science ®Google Scholar
• Kroksmark T. Fenomenografisk didaktik – en möjlighet. Didaktisk Tidskrift. 2007; 12(17): 2007.
   Google Scholar
• Kroksmark T. Fenomenografisk didaktik. ACTA Universitatis Gothoburgensis. Göteborgs Studies in Educational Research. 1987; 63
   Google Scholar
• Kroksmark T. The stretchiness of learning. Educational and Information Technologies. 2011. Article 9308. In Print.
   Google Scholar
• Kvale S. The qualitative research interview: a phenomenological and hermeneutical mode of understanding. Journal of Phenomenological Psychology. 1983; 14(2): 171–196.
   Google Scholar
• Kvale S. Ten standard objections to qualitative research interviews. Journal of Phenomenological Psychology. 1994; 25(2): 147–173.
   Google Scholar
• Lave J., Wenger E. Situated learning: legitimate peripheral participation. 1990; Cambridge, UK: Cambridge University Press.
   Google Scholar
• Loughran J., Berry A., Mullhall P. Understanding and developing science teachers’ pedagogical content knowledge. 2012; Rotterdam: Sense Publ. 2nd ed.
   Google Scholar
• Merleau-Ponty M. The phenomenology of perception. 1962; London: Routledge and Kegan Paul.
   Google Scholar
• Murnane R. et al . Who will teach?. 1991; Cambridge: Harvard University Press.
   Google Scholar
• Papert S. Why school reform is impossible. The Journal of the Learning Sciences. 1997; 6(4): 417–427.
   Web of Science ®Google Scholar
• Pečiuliauskiene P., Barkauskaite M. Would-be teachers’ competence in applying ICT: exposition and preconditions for development. Informatics in Education. 2007; 6(2): 397–410.
   Google Scholar
• Prop. 2009/10:89 Regeringens proposition (2009/10:89). Bäst i klassen – en ny lärarutbildning Stockholm: Regeringskansliet.
   Google Scholar
• Rogoff B., Lave J. Everyday cognition: its development in social context. 1984; Cambridge Mass: Harvard University Press.
   Google Scholar
• Säljö R. Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning. Special Issue: ‘CAL’– Past, Present and Beyond. 2010; 26(1): 53–64.
   Web of Science ®Google Scholar
• Shulman L. S. Those who understand: knowledge growth in teaching. Educational Researcher. 1986; 15(2): 1–22.
   Google Scholar
• Spear-Swerling L., Brucker P. O., Alfano M. P. Teachers’ literacy-related knowledge and self-perceptions in relation to preparation and experience. Annals of Dyslexia. 2005; 55(2): 266–296. [PubMed Abstract].
   Google Scholar
• van Manen M. Researching lived experience. 1990; Toronto: The Althouse Press.
   Google Scholar
• van Manen M. The tact of teaching. 1991; New York: State University Press.
   Google Scholar
• Vygotsky L. S. Mind in society: the development of higher psychological processes. 1978; Cambridge, MA: Harvard University Press.
   Google Scholar
• Wertsch J. V. Mind as action. 1998; Cambridge, MA: Harvard University Press.
   Google Scholar
• Wong E. M. I., Sandy C. L. I. Is ICT a lever for educational change? A study of the impact of ICT implementation on teaching and learning in Hong Kong. Informatics in Education. 2006; 5(2): 317–336.
   Google Scholar