In recent years, approaches to developing teacher competency in technology integration have moved away from an over emphasis on technological knowledge, to focus on the essential connections between technology, pedagogy and content knowledge (remains unclear whether the self-reported knowledge assessed by the TPACK scales, might be supplemented by preservice teachers' objective knowledge in sub-areas of TPACK. Here we use a well-established measure-discriminability indices (d 0 ) (Macmillan & Creelman, 2005)-in a novel domain (TPACK) in an attempt to evaluate the extent to which the subjective knowledge assessed by the TPACK-deep scale (Yurdakul et al., 2012) relates to preservice teachers' ability to discriminate between true and false statements about TPACK. There was only a small correlation between discriminability and TPACK-deep scores (r 5 0.25, p < 0.05). The results suggest that the subjective knowledge assessed by TPACK scales could be supplemented by the inclusion of objective indices of technological pedagogical and content knowledge to form a more complete picture of preservice teachers' TPACK.

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This paper explores the dimensions of change experienced by a specialist primary science teacher in Australia as she attempted to embed an interactive whiteboard into her practice as a tool to enhance interactive teaching and learning. This paper uses the theoretical frameworks of activity theory and the stages of concern to understand the behavioural and affective dimensions of change related to the use of interactive whiteboards in primary science. It is argued that the identification and resolution of tensions and concerns in teachers' practice is crucial to maximise the potential of interactive whiteboards to enhance learning interactions in a shared dialogic space.

This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of "transformation" afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education.

There is increased accountability of initial teacher education (ITE)