Search results for author:"Daniel G Krutka"
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The #sschat Network: History, Purpose, & Implications of a Subject-Area Community
Daniel G Krutka
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2190–2200
In this paper, the author reviews the history of the #sschat network, an informal and organic professional development community that emerged on Twitter in 2010 and has grown beyond solely that medium and shifted ever since. The author has served as ...
Topics: social studies education
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Tweeting with Intention: Developing a Social Media Pedagogy for Teacher Education
Daniel G Krutka; Nicole Damico
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1674–1678
The rise of social media has influenced many aspects of society, including education. As teachers, part of our work is to prepare students to navigate the digital terrain themselves so that they become proficient in leveraging the affordances of...
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Should We Ask Students to Tweet? Perceptions, Patterns, and Problems of Assigned Social Media Participation
Daniel G. Krutka; Nicole Damico
Contemporary Issues in Technology and Teacher Education Vol. 20, No. 1 (March 2020) pp. 142–175
Teacher educators have increasingly integrated social media into their education courses with aims including improving instruction and preparing students for a connected world. In this study, the authors sought to better understand the...
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Perceptions in Higher Education of Professional Learning Networks (PLNs)
Daniel G Krutka; Torrey Trust; Jeffrey Carpenter
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 532–535
Many faculty members in higher education have turned to professional learning networks (PLNs) to take advantage of reduced temporal and spatial constraints in an effort to engage with colleagues. While we know that professors have cultivated PLNs,...
Topics: Graduate Education & Faculty Development, Teaching and Learning with Emerging Technologies
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Participatory Learning Through Social Media: How and Why Social Studies Educators Use Twitter
Daniel G. Krutka; Jeffrey P. Carpenter
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 1 (March 2016) pp. 38–59
The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning ...
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From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form
Raymond Flores; Daniel G. Krutka; Katherine Mason; Daniel J. Bergman
Journal of Technology and Teacher Education Vol. 22, No. 4 (October 2014) pp. 401–421
In efforts to promote a more learner-centered approach to supervision, faculty members at a Midwestern U.S. university piloted a new digital classroom observation form. Participants included middle/secondary teacher candidates (N=28) in their final...
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Editorial: Eight Lessons on Networked Teacher Activism from #OklaEd and the #OklaEdWalkout
Daniel G. Krutka; Tutaleni I. Asino; Scott Haselwood
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 379–391
Teacher activism is increasingly occurring in online spaces, but the implications for educators are unclear. The authors use the recent Oklahoma Teachers Walkout and the active #OklaEd network to offer an illustrative example of the power and...
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#RemoteTeaching & #RemoteLearning: Educator Tweeting During the COVID-19 Pandemic
Torrey Trust; Jeffrey P. Carpenter; Daniel G. Krutka; Royce Kimmons
Journal of Technology and Teacher Education Vol. 28, No. 2 (2020) pp. 151–159
The coronavirus pandemic has upended educators’ lives and work in many ways. Many educators turned to social media spaces, such as Twitter, to navigate the transition to remote life and teaching. For this study, we examined two popular hashtags - ...
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Towards a Social Media Pedagogy: Successes and Shortcomings in Educative Uses of Twitter with Teacher Candidates
Daniel G. Krutka; Shanedra Nowell; Annie McMahon Whitlock
Journal of Technology and Teacher Education Vol. 25, No. 2 (April 2017) pp. 215–240
While social media use has become nearly ubiquitous, there have been few efforts to study how teacher educators prepare their students to responsibly use and teach about social media. This study analyzes 71 students’ survey data, reflections, and...
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Editorial: Technology Won’t Save Us – A Call for Technoskepticism in Social Studies
Daniel G. Krutka; Marie K. Heath; Lance E. Mason
Contemporary Issues in Technology and Teacher Education Vol. 20, No. 1 (March 2020) pp. 108–120
In schools and society, technology has often been viewed as a vehicle for social progress. However, the authors argue that technologies are not neutral and neither are the societies to which they are introduced. Social studies teacher educators...
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Foregrounding Technoethics: Toward Critical Perspectives in Technology and Teacher Education
Daniel G. Krutka; Marie K. Heath; K. Bret Staudt Willet
Journal of Technology and Teacher Education Vol. 27, No. 4 (October 2019) pp. 555–574
The Teacher Educator Technology Competencies (TETCs) were created to help all teacher educators support teacher candidates as they prepare to become technology-using teachers. The TETCs largely focus on teaching with technology. However, one of the...
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Fostering New Research following the Teacher Educator Technology Competencies (TETCs): Research from the JTATE Special Issue, Preparing All Teacher Educators to Support Teacher Candidates' Integration of Technology
Teresa S. Foulger; Kevin J. Graziano; Denise A. Schmidt-Crawford; David A. Slykhuis; Yeng L. Chang; Rhonda Christensen; Deborah R. Dillon; Marie K. Heath; Gerald Knezek; Daniel G. Krutka; Andrea H. Parrish; William A. Sadera; Amanda Thomas
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 425–432
The National Educational Technology Plan claims that teacher educators are often not equipped to do their part to prepare teacher candidates to graduate as proficient users of technology for teaching and learning (U.S. Department of Education,...
Topics: faculty development, Technology Leadership