Search results for: Antonenko Pavlo D.
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The present study investigated changes in inservice teachers’ technological pedagogical content knowledge and technology integration self-efficacy as a result of engaging in collaborative instructional design with Web 2.0 tools. The authors found that the successes in implementing learning activities recorded in the teaching portfolios were attributed to the collaborative nature of instructional design, whereas the perceived weaknesses were attributed to personal planning skills.
Updated: Oct. 13, 2015