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Journal of Technology and Teacher Education

October 2017 Volume 25, Number 4


Richard E. Ferdig

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Table of Contents

Number of articles: 6

  1. Editorial: What we learned about Technology and Teacher Education in 2017

    Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States

    As part of our three-step effort to increase communication between the Journal of Technology and Teacher Education and its authors (Chenowith & Ferdig, 2016), we end each year by publishing an... More

    pp. 365-375

  2. Professionality, Preservice Teachers, and Twitter

    Miguel Gomez, Murray State University, United States; Wayne Journell, University of North Carolina at Greensboro, United States

    In this study, we explore how preservice teachers utilized Twitter during one middle grades social studies methods course. Specifically, we analyzed how various Twitter assignments—following... More

    pp. 377-412

  3. Teacher Educator Technology Competencies

    Teresa S. Foulger, Arizona State University, United States; Kevin J. Graziano, Nevada State College, United States; Denise Schmidt-Crawford, Iowa State University, United States; David A. Slykhuis, University of Northern Colorado, United States

    The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with... More

    pp. 413-448

  4. The Role of a Mentor Teacher’s TPACK in Preservice Teachers’ Intentions to Integrate Technology

    Michael Nelson, The Ohio State University, United States

    A wealth of research has focused on the technology integration behaviors of preservice teachers, with much of that literature centering on technology and methods coursework within teacher education... More

    pp. 449-473

  5. Using Technology-based Simulations to Promote Teacher Candidate Parental Collaboration and Reflective Instructional Decision Making

    Amy Accardo & Joy Xin, Rowan University, United States

    In teacher preparation programs, teacher candidates are expected to learn parental collaboration through their required college coursework and field experiences. Due to confidentiality... More

    pp. 475-494

  6. Partnering Principal and Teacher Candidates: Exploring a Virtual Coaching Model in Teacher Education

    Joy Stapleton, Winthrop University, United States; Christina Tschida & Kristen Cuthrell, East Carolina University, United States

    Colleges of education are constantly searching for innovations to develop stronger graduates. This paper describes and shares findings from a study of a virtual coaching partnership model that... More

    pp. 495-519