Albion, P. R. (1996). Student teachers’ use of computers during teaching practice in primary classrooms. Asia-Pacific Journal of Teacher Education,
Albion, P. R. (1999). Self-efficacy beliefs as an Indicator of teachers’ preparedness for teaching with technology. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp. 1602-1608). Chesapeake, VA: AACE.
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education,
Argueta, R., Huff, J., Tingen, J., & Corn, J. O. (2011). Laptop initiative: Summary of research across seven states. Retrieved from https://www.fi.ncsu.edu/wp-content/uploads/2013/05/laptop-initiatives-summary-of-research-across-seven-states.pdf.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1988). Organizational application of social cognitive theory. Australian Journal of Management,
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
Bastable, S. B. & Dart, M.A. (2006). Developmental stages of the learner. Retrieved August 23, 2013, from http://www.jblearning.com/samples/0763751375/46436_CH05_000_000.pdf.
Becker, P. H. (1993). Common pitfalls in published grounded theory research. Qualitative Health Research,
Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education,
Blumer, H. (1954). What is wrong with social theory? American Sociological Review,
Blumer, H. (1969). Symbolic interactionism. Englewood Cliffs, NJ: Prentice Hall.
Brinkerhoff, J. D., Ku, H., Glazewski, K., & Brush, T. (2002). Development, results, and validation of technology integration surveys for preservice and practicing teachers. Paper presented at the annual meeting for the association of educational communications and technology, Atlanta, GA.
Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom: Students’ experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education,
Brush, T., Glazewski, K., Rutowski, K., Berg, K., Stromfors, C., Van-Nest, M. H., et al. (2003). Integrating technology in a field-based teacher training program: The PT3@ASU project. Educational Technology Research and Development,
Bullock, D. (2004). Moving from theory to practice: An examination of the factors that preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education,
Charmaz, K. (2003). Grounded theory—objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 249–291). London: Sage.
Collier, S., Weinburgh, M. H., & Rivera, M. (2004). Infusing technology skills into a teacher education program: Change in students’ knowledge about and use of technology. Journal of Technology and Teacher Education,
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Los Angeles, CA: SAGE Publications Inc.
Curran, P. J., Obeidat, K., & Losardo, D. (2010). Twelve frequently asked questions about growth curve modeling. Journal of Cognition and Development,
11(2), 121–136. doi:10.1080/15248371003699969.
Darling-Hammmond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 390–441). San Francisco: Jossey-Bass.
Dexter, S., & Riedel, E. (2003). Why improving pre-service teacher educational technology preparation must go beyond the college’s walls. Journal of Teacher Education,
Eisenhardt, S., Besnoy, K., & Steele, E. (2011). Creating dissonance in pre-service teachers’ field experiences. RATE Journal,
Erikson, E. H. (1993). Childhood and society. New York, NY: W. W. Norton & Company.
Franklin, C. A., & Molebash, P. E. (2007). Technology in the elementary social studies classroom: Teacher preparation does matter. Theory and Research in Social Education,
Gaus, W., Mayer, B., & Muche, R. (2015). Interpretation of statistical significance: Exploratory versus confirmative testing in clinical trials, epidemiological studies, meta-analyses and toxicological screening. Clinical & Experimental Pharmacology,
5(4), 182–187. doi:10.4172/2161-1459.1000182.
Given, L. M. (2008). The sage encyclopedia of qualitative research methods. Thousand Oaks, CA: SAGE Publications Inc.
Graham, C., Culatta, R., Pratt, M., & West, R. (2004). Redesigning the teacher education technology course to emphasize integration. Computer in the Schools,
Green, L., Kennedy, K., Chassereau, K., & Evans, A. (2012). Integrating technology in content methods courses: A co-teaching experience. In Proceeding of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3457–3461). Chesapeake, VA: AACE.
Greenberg, J., Pomerance, L., & Walsh, K. (2011). Student teaching in the United States. Washington, DC: National Council on Teacher Quality. Retrieved March 26, 2012, from http://www.eric.ed.gov/PDFS/ED521916.pdf.
Grove, K., Strudler, N., & Odell, S. (2004). Mentoring toward technology use: cooperating teacher practice in supporting student teachers. Journal of Research on Technology in Education,
Grove, K., Strudler, N., & Odell, S. (2007). Assessing technology integration in mentoring practices during student teaching: Multi-case. International Journal of Technology in Teaching and Learning,
Hargrave, C. P., & Hsu, Y. (2000). Survey of instructional technology courses for preservice teachers. Journal of Technology and Teacher Education,
Hightower, A. (2009). Tracking U.S. trends: States earn B average for supporting ed. tech. use. Education Week, 28(26), 30–33.
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teacher professional development. Computer and Education,
Johnson, L. D. (2012). The effect of design teams on preservice teachers’ technology integration. (Order No. 3550513, Syracuse University). ProQuest Dissertations and Theses, 225. Retrieved from http://search.proquest.com/docview/1287054009?accountid=13360. (1287054009).
Kleiner, B., Thomas, N., & Lewis, L. (2007). Educational technology in teacher education programs for initial licensure (NCES 2008-040). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Koerner, M., & Rust, F. O. (2002). Exploring roles in student teaching placements. Teacher Education Quarterly,
Korthagen, F. A., & Kessels, J. P. A. M. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher,
Law, N., Pelgrum,W. J., & Plomp, T. (2008). Pedagogy and ICT use in schools around the world. Findings from the IEA SITES 2006 study. Hong Kong: Comparative Education Research Centre, The University of Hong Kong. Retrived March 18, 2012, from http://www.springerlink.com/content/978-1-4020-8928-2#section=152250&page=1.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research,
Lin, C. M., & Lu, M. (2010). The study of teachers’ task values and self-efficacy on their commitment and effectiveness for technology-instruction integration. US-China Education Review,
Lin, M., Lucas, H. C., & Schmueli, G. (2013). Too big to fail: large samples and the p-value problem. Information Systems Research,
McIntyre, J., Byrd, D., & Foxx, S. (1997). Field and laboratory experiences. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 171–193). New York: Simon & Schuster Macmillan.
Mims, C., Polly, D., Shepherd, C., & Inan, F. (2006). Examining PT3 projects designed to improve preservice education. TechTrends,
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record,
Moursund, D., & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education (Research Study). Santa Monica, CA: Milken Family Foundation. Retrieved May 18, 2012 from http://www.eric.ed.gov/PDFS/ED428072.pdf.
Mroczek, D. K., & Spiro, A., III. (2005). Change in life satisfaction over 20 years during adulthood: Findings from the VA normative aging study. Journal of Personality and Social Psychology,
Mueller, J., Wooda, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education,
NCATE (National Council for Accreditation of Teacher Education) (2008). Professional standards for the accreditation of teacher preparation institutions. Retrieved June 10, 2012 from http://www.ncate.org/LinkClick.aspx?fileticket=nX43fwKc4Ak%3D&tabid=669.
Özgün-Koca, S. A., Meagher, M., & Edwards, M. T. (2010). Pre-service teachers’ emerging TPACK in a technology-rich methods class. The Mathematics Educator,
Pelgrum, W. J., & Anderson, R. A. (Eds.). (1999). ICT and the emerging paradigm for life long learning: A worldwide educational assessment of infrastructure, goals and practices. Amsterdam: IEA.
Piper, D. (2003). The relationship between leadership, self-efficacy, computer experience, attitudes, and teachers’ implementation of computers in the classroom. In C. Crawford, D. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2003 (pp. 1057–1060). Chesapeake, VA: AACE.
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education,
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
Ravid, R. (2011). Practical statistics for educators (4th ed.). Lanham, MD: Rowman & Littlefield.
Schmidt, D., Baran, E., Thompson, A., Mishra, P., Koehler, M., & Shin, T. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for pre-ervice teachers. Journal of Research on Technology in Education,
Schrum, L. (1999). Technology professional development for teachers. Educational Technology Research and Development,
Singer, J. D. (1998). Using SAS proc mixed to fit multilevel models, hierarchical models, and individual growth models. Journal of Educational and Behavioral Statistics,
Singer, J. D., & Willett, J. B. (2003). Applied longitudinal analysis: Modeling change and event occurrence. New York: Oxford University Press.
Sproull, N. L. (1988). Handbook of research methods: A guide for practitioners and students in the social sciences. Metuchen, NJ: The Scarecrow Press Inc.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: Sage.
Strudler, N. B., McKinney, M. O., Jones, W. P., & Quinn, L. F. (1999). First-year teachers’ use of technology: Preparation, expectations, and realities. Journal of Technology and Teacher Education,
Strudler, N., & Wetzel, K. (1999). Lessons from exemplary colleges of education: Factors affecting technology integration in pre-service programs. ETR&D,
Tigchelaar, A., & Korthagen, F. (2004). Deepening the exchange of student teaching experiences: Implications for the pedagogy of teacher education of recent insights into teacher behavior. Teaching and Teacher Education,
Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing pre-service teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education,
Ward, G., & Overall, T. (2011). Technology integration for pre-service teachers: Evaluating the team-taught cohort model. Journal of Technology and Teacher Education,
Wetzel, K., Zambo, R., Buss, R., & Padgett, H. (2001). A picture of change in technology-rich K-8 classrooms. Paper presented at the meeting of the National Educational Computing Conference, Chicago, IL. Retrieved May16, 2012, from http://www.west.asu.edu/pt3/research/documents/PictureofChange.pdf.