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    Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology
    (Sage Publications Ltd, 2017) Al Lily, Abdulrahman E.; Foland, Jed; Stoloff, David; Gogus, Aytac; Erguvan, Inan Deniz; Awshar, Mapotse Tome; Tondeur, Jo; Hammond, Michael; Venter, Isabella M.; Jerry, Paul; Vlachopoulos, Dimitrios; Oni, Aderonke; Liu, Yuliang; Badosek, Radim; Cristina Lopez de la Madrid, Maria; Mazzoni, Elvis; Lee, Hwansoo; Kinley, Khamsum; Kalz, Marco; Sambuu, Uyanga; Bushnaq, Tatiana; Pinkwart, Niels; Adedokun-Shittu, Nafisat Afolake; Zander, Mikael; Oliver, Kevin; Teixeira Pombo, Lucia Maria; Sali, Jale Balaban; Gregory, Sue; Tobgay, Sonam; Joy, Mike; Elen, Jan; Jwaifell, Mustafa Odeh Helal; Said, Mohd Nihra Haruzuan Mohamad; Al-Saggaf, Yeslam; Naaji, Antoanela; White, Julie; Jordan, Kathy; Gerstein, Jackie; Yapici, Ibrahim Umit; Sanga, Camilius; Nleya, Paul T.; Sbihi, Boubker; Lucas, Margarida Rocha; Mbarika, Victor; Reiners, Torsten; Schoen, Sandra; Sujo-Montes, Laura; Santally, Mohammad; Hakkinen, Paivi; Al Saif, Abdulkarim; Gegenfurtner, Andreas; Schatz, Steven; Vigil, Virginia Padilla; Tannahill, Catherine; Partida, Siria Padilla; Zhang, Zuochen; Charalambous, Kyriacos; Moreira, Antonio; Coto, Mayela; Laxman, Kumar; Farley, Helen Sara; Gumbo, Mishack T.; Simsek, Ali; Ramganesh, E.; Birzina, Rita; Player-Koro, Catarina; Dumbraveanu, Roza; Ziphorah, Mmankoko; Mohamudally, Nawaz; Thomas, Sarah; Romero, Margarida; Nirmala, Mungamuru; Cifuentes, Lauren; Osaily, Raja Zuhair Khaled; Omoogun, Ajayi Clemency; Seferoglu, Sadi; Elci, Alev; Edyburn, Dave; Moudgalya, Kannan; Ebner, Martin; Bottino, Rosa; Khoo, Elaine; Pedro, Luis; Buarki, Hanadi; Roman-Odio, Clara; Qureshi, Ijaz A.; Khan, Mahbub Ahsan; Thornthwaite, Carrie; Kerimkulova, Sulushash; Downes, Toni; Malmi, Lauri; Bardakci, Salih; Itmazi, Jamil; Rogers, Jim; Rughooputh, Soonil D. D. V.; Akour, Mohammed Ali; Henderson, J. Bryan; de Freitas, Sara; Schrader, P. G.
    This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars' reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political actors', just like their human counterparts, having agency' - which they exercise over humans. This turns academic domains into political (functional or dysfunctional) battlefields' wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.
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    Investigating the impact of teacher education strategies on preservice teachers' TPACK
    (Wiley, 2019) Baran, Evrim; Canbazoğlu Bilici, Sedef; Sarı, Aylin Albayrak; Tondeur, Jo
    The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD-model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs.