أولاً : المراجع العربية :
إبراهيم، يارا (2021). فاعلية برنامج قائم على التعلم النقال لتنمية مهارات تصميم وإنتاج البرمجيات الإلكترونية التعليمية لدى طالبات کلية التربية للطفولة المبکرة وأثره على إتجاهاتهن نحو التعلم الذاتي الإلكتروني. مجلة بحوث ودراسات الطفولة، 3(6)، 1410-1481.
الجندي، آيات (2020). فاعلية تصميم بيئة تعلُّم إلكترونية قائمة على توظيف البرامج التطبيقية في تنمية مهارات تصميم وإنتاج قصص الأطفال الإلکترونية لدى طالبات کلية التربية للطفولة المبكرة. مجلة بحوث ودراسات الطفولة، 2(4)، 117-189.
العوضي, رباب (2019). المعرفة البيداغوجية التكنولوجية اللازمة لمعلمات رياض الأطفال من وجهة نظرهن وفقا لإطار TPACK. مجلة کلية التربية بالمنصورة, 108(6), 1821-1859.
الفاتح، مروة (2020).برنامج مقترح باستخدام حزمة إلكترونية لتنمية مهارات إنتاج قصص الأطفال الإلكترونية والاتجاه نحو التعليم الإلكتروني لدى الطالبات المعلمات بكلية التربية للطفولة المبكرة( رسالة ماجستير غير منشورة). كلية التربية للطفولة المبكرة، جامعة المنيا.
الوكيل، حلمي والمفتي، محمد (1992).المناهج: مفهومها- أسسها- عناصرها- تنظيماتها.القاهرة: دار الكتاب الجامعي.
حسن، هاجر (2019). فاعلية إستراتيجية المشروعات الإلكترونية فى بيئة التعلم المتنقل لتنمية مهارات إنتاج القصص التفاعلية لدى طالبات رياض أطفال( رسالة ماجستير غير منشورة)، كلية التربية، جامعة المنصورة.
عبد الجواد، رجائي(2021). دور المتحف الافتراضي في التعليم الهجين لإفادة معلمة المستقبل بالطفولة المبکرة فى المهارات والثقافة الفنية.مجلة كلية التربية بجامعة الأزهر، 40(190)، 39-62.
عراقي، شيرين (2022). فعالية استخدام التعليم الهجين في تنمية عادات العقل المنتجة لطالبات شعبة رياض الأطفال أثناء جائحة كورونا. مجلة بحوث ودراسات الطفولة، 4 (7)، 846-915.
منصور، رشدي(1997). حجم التأثير: الوجه المكمل للدلالة الإحصائية. المجلة المصرية للدراسات النفسية، 7، 57- 75.
وزارة التربية والتعليم والتعليم الفني ( 2018/2019). إكتشف: دليلالمعلملمهارات التدريسالصفي-المستوى الأول -الفصل الدراسي الثاني.القاهرة.
ثانياً : المراجع الأجنبية :
Abebe, F., Gaskill, M., Hansen, T., & Liu, X. (2022). Investigating K-12 pre-Service teacher TPACK in instructional technology learning. International Journal of Teacher Education and Professional Development, 5(1), 1-16.
Altun, D. (2019). Investigating pre-service early childhood education teachers' Technological Pedagogical Content Knowledge (TPACK) competencies regarding digital literacy skills and their technology attitudes and usage. Journal of Education and Learning, 8(1), 249-263.
Amorim, A. (2018). The use of digital games by kindergarten students to enhance early literacy skills (Unpublished Doctoral dissertation). Johns Hopkins University, United States.
Bergeson, K., & Beschorner, B. (2020). Modeling and scaffolding the Technology Integration Planning Cycle for pre-service teachers: A case study. International Journal of Education in Mathematics, Science and Technology, 8(4), 330-341.
Bergeson, K., & Beschorner, B. (2021). Preservice teachers’ use of the technology integration planning cycle: Lessons learned. Reading Horizons: A Journal of Literacy and Language Arts, 60(1), 4.
Billington, C. (2016). How digital technology can support early language and literacy outcomes in early years settings: A review of the literature. London: National Literacy Trust.
Cambridge Assessment International Education (2021). Cambridge Standards for Early Years Practitioners.UK: Cambridge University Press & Assessment.
Carlsen, M., Erfjord, I., Hundeland, P., & Monaghan, J. (2016). Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation. Educational Studies in Mathematics, 93(1), 1-17.
Center for Excellence in Teaching and Learning(2021). Hybrid/Blended Design. USA:University of Connecticut.
Center for Teaching and Learning (2021). Traits of effective hybrid courses.USA: Oregon State University.
Center for Teaching Innovation (2022). Getting started with designing a hybrid learning course.USA: Cornell University.
Davis, F. (1986). A Technology Acceptance Model for empirically testing new End-User information systems: Theory and results. Sloan School of Management, Massachusetts Institute of Technology:USA.
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.
Davis, F., Bagozzi, R., & Warshaw, P. (1989). User acceptance of computer technology: A Comparison of two theoretical models. Management science, 35(8), 982–1003.
Early Childhood Australia (ECA). (2018). Statement on young children and digital technologies. Canberra, ACT: Author.
Education Development Center (EDC) (2019a).Integrating technology into early learning: Best practices .USA: Author.
Education Development Center (EDC) (2019b).Integrating technology into early learning: Promising practices. USA: Author.
Enochsson, A. B., & Ribaeus, K. (2021). Everybody has to get a chance to learn: Democratic aspects of digitalisation in preschool. Early Childhood Education Journal, 49(6), 1087-1098.
First Discoverers (2022). New age of digital technology and early years education.UK: Author.
Giannikas, C. (2020). The stages and phases of digital pedagogy for young learners. UK: Cambridge University Press & Assessment.
Greenhow, C., Lewin, C., & Staudt Willet, K. B. (2021). The educational response to Covid-19 across two countries: A critical examination of initial digital pedagogy adoption. Technology, Pedagogy and Education, 30(1), 7-25.
Hirsh, R., & Baronak, K. (2020). Empowering early childhood pre-service teachers with tech fluency. Creative Education, 11, 2730-2748.
Hong, X., Zhang, M., & Liu, Q. (2021). Preschool teachers’ technology acceptance During the COVID-19: An adapted technology acceptance model. Frontiers in Psychology, 12, 2113.
Howell, J., & McMaster, N. (2022). Developing a digital pedagogy in years 4 to 10. In Teaching with technologies: pedagogies for collaboration, communication, and creativity, 2nd Edition (pp. 142-160). Oxford University Press.
Hutchison, A., & Woodward, L. (2014). A planning cycle for integrating technology into literacy instruction. Reading Teacher, 67(6), 455–464.
International Literacy Association (2019). Digital Resources in early childhood literacy development: Position statement and research brief. Newark, DE: Author.
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers' intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113-127.
Kervin, L., Danby, S., & Mantei, J. (2019). A cautionary tale: Digital resources in literacy classrooms. Learning, Media and Technology, 44(4), 443-456.
Kimmons, R. (2018). Technology integration: Effectively integrating technology in educational settings. In A. Ottenbreit-Leftwich & R. Kimmons, The K-12 educational technology handbook .USA: EdTech Books.
Koehler, M.(2012). TPACK explained.USA: TPACK.ORG.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Lai, P. (2017). The literature review of technology adoption models and theories for the novelty technology. JISTEM-Journal of Information Systems and Technology Management, 14, 21-38.
Lindeman, S., Svensson, M., & Enochsson, A. B. (2021). Digitalisation in early childhood education: a domestication theoretical perspective on teachers’ experiences. Education and Information Technologies, 26(4), 4879-4903.
Masoumi, D. (2021). Situating ICT in early childhood teacher education. Education and Information Technologies, 26(3), 3009-3026.
Massachusetts Department of Early Education and Care (2020).Integrating media and technology into curriculum:Best practices. USA: Author.
McGlynn-Stewart, M., Brathwaite, L., Hobman, L., Maguire, N., & Mogyorodi, E. (2018). Open-ended apps in kindergarten: Identity exploration through digital role-play. Language and Literacy, 20(4), 40-54.
Mercado, M., & Ibarra, F. (2019). ICT-pedagogy integration in elementary classrooms: Unpacking the pre-service teachers’ TPACK. Indonesian Research Journal in Education, 29-56.
Microsoft (2021). Hybrid and blended learning with Microsoft solutions.USA:Author.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054.
National Association for the Education of Young Children (NAEYC) (2019a). NAEYC Early Learning Program Accreditation Standards and Assessment Items. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/ downloads/PDFs/accreditation/early-learning/standards_assessment_2019.pdf
National Association for the Education of Young Children (NAEYC) (2019b). Professional Standards and Competencies for Early Childhood Educators. Retrieved from https://www.naeyc.org/sites/default/files/globally- shared/downloads/PDFs/resources/position-statements/ professional_standards_and_competencies_for_early_childhood_educators_-_exec_summ.pdf.
Paris, J., Beeve, K., & Springer, C.( 2018). Introduction to curriculum for early childhoodEducation.USA: California Community Colleges, Chancellor’s Office.
Rad, D., Egerau, A., Roman, A., Dughi, T., Balas, E., Maier, R., ... & Rad, G. (2022). A Preliminary investigation of the Technology Acceptance Model (TAM) in early childhood education and care. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 13(1), 518-533.
Ranellucci, J., Rosenberg, J., & Poitras, E. (2020). Exploring pre‐service teachers' use of technology: The technology acceptance model and expectancy–value theory. Journal of Computer Assisted Learning, 36(6), 810-824.
Schina, D., Valls-Bautista, C., Borrull-Riera, A., Usart, M., & Esteve-González, V. (2021). An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program. International Journal of Educational Technology in Higher Education, 18(1), 1-20.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Song, Y., & Hwang, S. (2019). Relationship among pre-service early childhood teacher's perception on technology equipment use, computational thinking, and TPACK. Journal of Convergence for Information Technology, 9(9), 166-174.
State Government of Victoria ( 2019). Teach with digital technologies. Australia:Author.
The Pennsylvania Digital Media Literacy Project (2021). Checklist for identifying exemplary uses of technology and interactive media for early learning.USA: Author.
Thompson, A. D., & Mishra, P. (2007). Editors’ remarks: Breaking news: TPCK becomes TPACK. Journal of Computing in Teacher Education, 24(2), 38–64.
Trgalová, J., & Rousson, L. (2017). Model of appropriation of a curricular resource: A case of a digital game for the teaching of enumeration skills in kindergarten. ZDM, 49(5), 769-784.
Tzavara, A., Komis, V., & Karsenti, T. (2018). A methodological framework for investigating TPACK integration in educational activities using ICT by prospective early childhood teachers. Italian Journal of Educational Technology 26(1), 71-89.
U.S. Department of Education (2018). Educator Toolkit: Using educational technology — 21st century supports for English learners. USA: Author.
Undheim, M. (2021). Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review. European Early Childhood Education Research Journal, 1-18.
University of Colorado Boulder (2021).Hybrid course design. USA: Author.
Venkatesh, V., & Davis, F. (1996). A model of the antecedents of perceived ease of use: Development and test. Decision Sciences, 27(3), 451-481.
Wen, H., & Shinas, V. H. (2020). Using a multidimensional approach to examine TPACK among teacher candidates. Journal of Digital Learning in Teacher Education, 37(1), 30-47.
Xie, K., Vongkulluksn, V., Justice, L., & Logan, J. (2019). Technology acceptance in context: preschool teachers’ integration of a technology-based early language and literacy curriculum. Journal of Early Childhood Teacher Education, 40(3), 275-295.
)
مشاهدة على SCiNiTO