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Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes
Dorner, H. & Kumar, S. (2017). Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes. Online Learning Journal, 21(4),.
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Editorial: Considering Experience to Advance Research in Video-Enhanced Teacher Learning
Flandin, S., Lussi Borer, V. & Gaudin, C. (2018). Editorial: Considering Experience to Advance Research in Video-Enhanced Teacher Learning. Contemporary Issues in Technology and Teacher Education, 18(1), 1-10. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Factors affecting pre- and in-service use of technology in teaching: Implications for research and practice – Part 1
Farjon, D., Smits, A., Voogt, J., Knezek, G., Christensen, R., Petko, D., Prasse, D., Tondeur, J., Scherer, R., Siddiq, F., Valtonen, T., Sointu, E. & van Braak, J. (2018). Factors affecting pre- and in-service use of technology in teaching: Implications for research and practice – Part 1. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 604-607). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
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Transforming Mobile Learning and Digital Pedagogies: An Investigation of a Customized Professional Development Program for Teachers in a Hospital School
McCarthy, A., Maor, D. & McConney, A. (2019). Transforming Mobile Learning and Digital Pedagogies: An Investigation of a Customized Professional Development Program for Teachers in a Hospital School. Contemporary Issues in Technology and Teacher Education, 19(3), 498-528. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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“I Didn’t Want to Make Them Feel Wrong in Any Way”: Preservice Teachers Craft Digital Feedback on Sociopolitical Perspectives in Student Texts
Chisholm, J., Olinger, A. & Heron Hruby, A. (2019). “I Didn’t Want to Make Them Feel Wrong in Any Way”: Preservice Teachers Craft Digital Feedback on Sociopolitical Perspectives in Student Texts. Contemporary Issues in Technology and Teacher Education, 19(4), 605-639. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Exploring Experienced Teachers' Constructions of Culturally and Linguistically Diverse Students in an Online Class
Warren, A.N. (2018). Exploring Experienced Teachers' Constructions of Culturally and Linguistically Diverse Students in an Online Class. International Journal of Multicultural Education, 20(2), 58-80.
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Digital Narratives as a Means of Shifting Settler-Teacher Horizons toward Reconciliation
Bissell, A. & Korteweg, L. (2016). Digital Narratives as a Means of Shifting Settler-Teacher Horizons toward Reconciliation. Canadian Journal of Education, 39(3),.
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Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring
Dorner, H. & Kumar, S. (2017). Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring. Online Learning, 21(4), 283-301.
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A Place for Digital Storytelling in Teacher Pedagogy
Clarke, A.M. (2017). A Place for Digital Storytelling in Teacher Pedagogy. Universal Journal of Educational Research, 5(11), 2045-2055.
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Enhancing Teacher Education in Primary Mathematics with Mobile Technologies
Schuck, S. (2016). Enhancing Teacher Education in Primary Mathematics with Mobile Technologies. Australian Journal of Teacher Education, 41(3),.
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Development of Teacher Beliefs through Online Instruction: A One-Year Study of Middle School Science and Mathematics Teachers' Beliefs about Teaching and Learning
Wong, S.S. (2016). Development of Teacher Beliefs through Online Instruction: A One-Year Study of Middle School Science and Mathematics Teachers' Beliefs about Teaching and Learning. Journal of Education in Science, Environment and Health, 2(1), 21-32.
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Middle School Science and Mathematics Teachers' Conceptions of the Nature of Science: A One-Year Study on the Effects of Explicit and Reflective Online Instruction
Wong, S.S., Firestone, J.B., Ronduen, L.G. & Bang, E. (2016). Middle School Science and Mathematics Teachers' Conceptions of the Nature of Science: A One-Year Study on the Effects of Explicit and Reflective Online Instruction. International Journal of Research in Education and Science, 2(2), 469-482.
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SimSchool: SPARCing New Grounds in Research on Simulated Classrooms
Collum, D., Christensen, R., Delicath, T. & Johnston, V. (2019). SimSchool: SPARCing New Grounds in Research on Simulated Classrooms. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 733-739). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
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Pre-Service Teachers' Technological Self-Efficacy - an Irish Perspective
Egan, A., FitzGibbon, A., Johnston, K. & Oldham, E. (2019). Pre-Service Teachers' Technological Self-Efficacy - an Irish Perspective. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1803-1812). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
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Exploring How and Why Educators Use Instagram
Carpenter, J., Morrison, S., Craft, M. & Lee, M. (2019). Exploring How and Why Educators Use Instagram. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2686-2691). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
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"It was just doing what you know about and move on, you know, just to survive". A beginning elementary teacher’s story of using technology in the classroom during her first two years.
Lu, Y.H. (2019). "It was just doing what you know about and move on, you know, just to survive". A beginning elementary teacher’s story of using technology in the classroom during her first two years. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 35-39). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
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Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course
Brown, J., Ring-Whalen, E., Roehrig, G. & Ellis, J. (2018). Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course. International Journal of Designs for Learning, 9(1), 14-33. Assiciation for Educational Communications & Technology / Indiana University Bloomington.
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Engaging Pre-service Mathematics Teachers in Guided Reflection in an Online Community of Practice
Lau, W.W.F. (2019). Engaging Pre-service Mathematics Teachers in Guided Reflection in an Online Community of Practice. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 633-638). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
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An update on technology and the early childhood classroom: pre-service and practising teachers learning alongside one another
Macnish, J. (2019). An update on technology and the early childhood classroom: pre-service and practising teachers learning alongside one another. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 650-659). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
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Questioning the Problematic Nature of School Culture in Elementary Teacher Education
Meier, L. (2019). Questioning the Problematic Nature of School Culture in Elementary Teacher Education. Journal of Culture and Values in Education, 2(1), 34-44.