Isabell Runge
Biographic Data
| ID | 6510403 |
|---|---|
| NAME | Isabell Runge |
| GIVEN NAMES | Isabell |
| FAMILY NAME | Runge |
| SIGNATURE | RUNGE I |
| AFFILIATIONS | University of Potsdam |
| ORCID | 0000-0002-4335-7451 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
To plan or not to plan
Technology integration is an important aspect of modern classrooms. However, research is scarce that empirically addresses the question of how technology can be integrated into classroom settings in ways that support high-quality teaching. This study uses lesson plans of student teachers to examine how the integration of digital technologies into teaching processes aligns with theoretical principles of technology integration and dimensions of ins…
Acceptance of Pre-Service Teachers Towards Artificial Intelligence (AI)
Based on the technology acceptance model (TAM), pre-service teachers’ acceptance of artificial intelligence (AI) is crucial in predicting their intentions to use AI in future teaching, as well as for their actual usage of AI. However, current research offers limited insights into the role of factors regarding usage intentions and behaviors. In particular, AI-related teacher training courses and AI-related technological pedagogical content knowled…
Lehrkräftefortbildungen im Kontext digitaler Medien
Lehrkräftefortbildungen sind entscheidend für die Weiterentwicklung professioneller Kompetenzen von Lehrkräften sowie für qualitätsvolles Unterrichtshandeln. Studien verweisen auch auf die Bedeutsamkeit von Fortbildungen, die sich mit digitalbezogenen Themen befassen. Wenige Befunde existieren allerdings darüber, ob und wie die digital gestützte Unterrichtsgestaltung oder digitale Kompetenzen von Lehrkräften abhängig vom Fortbildungsthema variier…
Teacher-reported instructional quality in the context of technology-enhanced teaching
Teachers' competence-related beliefs are crucial in determining teachers' professional competence and instructional quality. However, in the context of technology-enhanced teaching, studies regarding competence-related beliefs, specifically competence dimensions and their relations to instructional quality, are limited. Against this backdrop, the purpose of the present study is twofold: The first is to test the factorial structure of a measure th…
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Teacher-reported instructional quality in the context of technology-enhanced teaching
Teachers' competence-related beliefs are crucial in determining teachers' professional competence and instructional quality. However, in the context of technology-enhanced teaching, studies regarding competence-related beliefs, specifically competence dimensions and their relations to instructional quality, are limited. Against this backdrop, the purpose of the present study is twofold: The first is to test the factorial structure of a measure th…
Lehrkräftefortbildungen im Kontext digitaler Medien
Lehrkräftefortbildungen sind entscheidend für die Weiterentwicklung professioneller Kompetenzen von Lehrkräften sowie für qualitätsvolles Unterrichtshandeln. Studien verweisen auch auf die Bedeutsamkeit von Fortbildungen, die sich mit digitalbezogenen Themen befassen. Wenige Befunde existieren allerdings darüber, ob und wie die digital gestützte Unterrichtsgestaltung oder digitale Kompetenzen von Lehrkräften abhängig vom Fortbildungsthema variier…
Acceptance of Pre-Service Teachers Towards Artificial Intelligence (AI)
Based on the technology acceptance model (TAM), pre-service teachers’ acceptance of artificial intelligence (AI) is crucial in predicting their intentions to use AI in future teaching, as well as for their actual usage of AI. However, current research offers limited insights into the role of factors regarding usage intentions and behaviors. In particular, AI-related teacher training courses and AI-related technological pedagogical content knowled…
To plan or not to plan
Technology integration is an important aspect of modern classrooms. However, research is scarce that empirically addresses the question of how technology can be integrated into classroom settings in ways that support high-quality teaching. This study uses lesson plans of student teachers to examine how the integration of digital technologies into teaching processes aligns with theoretical principles of technology integration and dimensions of ins…
Digital literacy in education (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Technology-Enhanced Education Studies (2 works) · Art (1 work) · Child Development and Digital Technology (1 work) · Confirmatory factor analysis (1 work) · Educational Leadership and Innovation (1 work) · Educational technology (1 work)