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Journal of Technology and Teacher Education

October 2016 Volume 24, Number 4


Richard E. Ferdig

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Table of Contents

Number of articles: 5

  1. Editorial: What we learned about Technology and Teacher Education in 2016

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

    In the twenty-fourth volume of the Journal of Technology and Teacher Education, we published sixteen peer-reviewed articles in four issues. These papers examined topics such as teacher engagement... More

    pp. 373-382

  2. Developing Global Competencies of U.S. and Hong Kong Students Through Asynchronous Cross-national Online Discussions

    Nannette Commander, Georgia State University, United States; Kelly Y. L. Ku, Hong Kong Baptist University, Hong Kong; Carol Ashong & Peggy Gallagher, Georgia State University, United States; Lisa Deng & Sandy Li, Hong Kong Baptist University, Hong Kong

    International activities in higher education are increasing as faculty prepare students to interact with others from different cultural backgrounds. Although exposure to different cultures is... More

    pp. 383-413

  3. Preservice Teacher Mobile Investigation and Interpretation of Everyday Mathematics Across Settings

    Jeremiah Kalir, University of Colorado Denver, United States

    This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning ... More

    pp. 415-442

  4. Measuring and Supporting Pre-Service Teachers' Self-Efficacy towards Computers, Teaching, and Technology Integration

    Carita Kiili & Merja Kauppinen, University of Jyvaskyla, Finland; Julie Coiro, University of Rhode Island, United States; Jukka Utriainen, University of Jyvaskyla, Finland

    This paper reports on two studies designed to examine pre-service teachers’ self-efficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire... More

    pp. 443-469

  5. Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers

    Sule Yilmaz Ozden & Chrystalla Mouza, University of Delaware, United States; Valerie Harlow Shinas, Lesley University, United States

    The purpose of this quantitative study was to develop and test a survey instrument to measure pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) framed by a transformative... More

    pp. 471-499