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Journal of Technology and Teacher Education

October 2014 Volume 22, Number 4

Editors

Richard E. Ferdig

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Table of Contents

Number of articles: 5

  1. From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form

    Raymond Flores, Texas Tech University, United States; Daniel G. Krutka, Texas Woman’s University, United States; Katherine Mason & Daniel J. Bergman, Wichita State University, United States

    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... More

    pp. 401-421

  2. Adopting an Online Curriculum Planning Tool: Facilitation for Teachers’ Thinking about Student-Centered Pedagogy and Technology Integration

    Kirsten Butcher, University of Utah, United States; Heather Leary & James Foster, University of Colorado Boulder, United States; Holly Devaul, University Corporation for Atmospheric Research, United States

    The current study analyzed the impact of a year-long adoption of an online curriculum planning tool on teachers’ thinking about content and pedagogy, as well as their use of technology in the... More

    pp. 423-447

  3. Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans.

    Irina Lyublinskaya & Nelly Tournaki, The College of Staten Island, CUNY, United States

    Invited as a paper from SITE 2013. This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education... More

    pp. 449-470

  4. Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

    Thomas Habowski & Chrystalla Mouza, University of Delaware, United States

    This study investigates pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field ... More

    pp. 471-495

  5. Transforming Teachers’ Knowledge Focused on Student Thinking with Technologies Using a Learning Trajectory Instructional Approach

    Margaret Niess & Henry Gillow-Wiles, Oregon State University, United States

    This study examined the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers’ technological pedagogical content knowledge (TPACK). ... More

    pp. 497-520