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Journal of Technology and Teacher Education

2023 Volume 31, Number 4

Editors

Richard Hartshorne

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Table of Contents

Number of articles: 4

  1. Editorial: Submissions and Publication Data from the 2023 Volume of the Journal of Technology and Teacher Education & What We Learned about Technology and Teacher Education in 2023

    Richard Hartshorne, University of Central Florida, United States

    In recent years, the final issue of the Journal of Technology and Teacher Education (JTATE) has included an editorial with the aims of: 1) providing an overview of submission and publication data... More

    pp. 385-400

  2. What Works in Technology Integration Professional Development? A Synthesis of U.S. Studies from 2008–2019

    Theodore Kopcha, University of Georgia, United States; Kalianne Neumann, Director of Education & Enablement at Ware2Go, United States; Anne Ottenbreit-Leftwich, Indiana University, United States; Yin-Chan (Janet) Liao, Georgia State University, United States

    Teacher technology professional development (PD) is seen as an important component of meeting the vision for technology use in schools. This study continues Lawless and Pellegrino’s (2007) work by ... More

    pp. 401-457

  3. Exploring Teachers’ Perceived Needs for Quality STEM Learning Experiences

    Dillon Simmons, J. Spencer Clark, Lori Goodson, Nooshin Darvishinia & Marzieh Ebrahimi, Kansas State University, United States

    Despite evidenced challenges compared to non-rural areas, rural communities are in a unique position to help address recent national demands for renewed STEM emphasis in schools (Saw & Agger, 2021)... More

    pp. 459-492

  4. Creating Sustainable Computational Thinking Infusion: An Analysis of Teacher-Led Practitioner Inquiry Projects

    Robin Jocius, University of Texas at Arlington, United States; Jennifer Albert & Deepti Joshi, The Citadel, United States; Melanie Blanton, Texas Tech University, United States; Ian O'Byrne, College of Charleston, United States

    There is growing attention to the potential for developing professional learning experiences for content area teachers to infuse computational thinking (CT), which refers to the set of problem... More

    pp. 493-522