<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Thuthukile Jita</style></author><author><style face="normal" font="default" size="100%">Mamontsuoe Lintle Maraisane</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EARLY CHILDHOOD PRESERVICE TEACHERS’ EXPERIENCES OF TEACHING SCIENCE USING DIGITAL TOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital tools</style></keyword><keyword><style  face="normal" font="default" size="100%">Early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">preservice teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">technology integration</style></keyword><keyword><style  face="normal" font="default" size="100%">TPACK</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4913729</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The integration of digital tools into early childhood science education creates new possibilities for interactive and engaging learning experiences, enabling young children to understand abstract scientific concepts better and stimulate their curiosity. These technologies have the potential to reshape how children explore scientific ideas by engaging with concepts through digital tools. However, despite these promising opportunities, their use also presents several challenges for educators. Framed by the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative case study examined the experiences and educational practices of preservice teachers as they integrated digital tools during their teaching practicum. Data were generated through semi-structured interviews and classroom observations involving ten preservice teachers, and were analyzed thematically. The findings reveal that participants mainly selected digital tools based on pedagogical considerations, including learner engagement, conceptual understanding, and alignment with the curriculum. While participants reported positive effects on learners, they also identified several constraints related to the use of digital tools and emphasized the need for professional training. This study concludes that meaningful technology integration in early childhood science education is driven by pedagogy rather than technology itself. Such integration is strengthened through coherent, practice-oriented preservice teacher preparation that aligns theoretical knowledge with scaffolded opportunities for classroom enactment and reflection.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">475-488</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anthony Bwalya</style></author><author><style face="normal" font="default" size="100%">Marcellin Rutegwa</style></author><author><style face="normal" font="default" size="100%">Dorothy Tukahabwa</style></author><author><style face="normal" font="default" size="100%">Thumah Mapulanga</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING PRE-SERVICE BIOLOGY TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH A TPACK-BASED TECHNOLOGY INTEGRATION COURSE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">micro-teaching lesson study</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service biology teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">technology integration</style></keyword><keyword><style  face="normal" font="default" size="100%">TPACK</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1702728572.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The effective use of technology in teaching can aid in enhancing the teaching and learning of a subject matter. This study aimed to enhance the technological pedagogical content knowledge (TPACK) of five pre-service biology teachers (PSBTs) by implementing a TPACK-Instructional Design (TPACK-ID) model-based technology integration course at a Zambian public university. An explanatory case study design was used. Data sources for the study included semi-structured interviews , video lesson recordings, lesson plan reports and PSBTs’ reflection notes. Data from interviews and reflection notes were analyzed using deductive thematic analysis while a TPACK rubric was used to simultaneously analyze lesson plan reports and video lesson recordings. The findings indicated that the TPACK-ID model-based technology integration course improved PSBTs’ overall TPACK and sub-knowledge domains: pedagogical knowledge, technology knowledge, technological content knowledge, and technological pedagogical knowledge. The study recommends implementing context-based technology integration courses in teacher preparation programs to enhance pre-service teachers’ TPACK. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">956-973</style></section></record></records></xml>