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Journal of Technology and Teacher Education

January 2016 Volume 24, Number 1


Richard Hartshorne

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Table of Contents

Number of articles: 4

  1. Reframing the Assignment: Evolutions, Not Revolutions, in Learning to Teach Writing with Digital Technologies

    Lindy Johnson, The College of William and Mary, United States

    In this manuscript, the author discusses the importance of conceptualizing place and space in teacher professional development intervention research. This article draws on data that was collected... More

    pp. 5-35

  2. Factors Influencing Turkish Preservice Teachers’ Intentions to Use Educational Technologies and Mediating Role of Risk Perceptions

    Ahmet Kilinc, Uludag University, Turkey; Peggy Ertmer, University of Purdue, United States; Eralp Bahcivan, Abant Izzet Baysal University, Turkey; Mehmet Demirbag, Uludag University, Turkey; Arzu Sonmez, Abant Izzet Baysal University, Turkey; Ruhan Ozel, Kocaeli University, Turkey

    An expanded version of the Decomposed Theory of Planned Behavior (Ajzen, 1991), which incorporated the concept of Risk Perceptions (RP), was used to examine the intentions of Turkish preservice... More

    pp. 37-62

  3. Patterns of Generative Discourse in Online Discussions during the Field Experience

    Karen Elizabeth Lafferty, San Diego State University/Claremont Graduate University, United States; Theodore J. Kopcha, University of Georgia, United States

    This study examined whether online discussion of the classroom challenges that preservice teachers face during the field experience can lead to problem solving and if so, how. Drawing upon Horn and... More

    pp. 63-85

  4. Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program

    Brion Marquez, Claudia Vincent, Jessie Marquez & Jordan Pennefather, IRIS Educational Media, United States; Keith Smolkowski, Oregon Research Institute, United States; Jeffrey Sprague, University of Oregon, United States

    Classroom management remains a challenge for many teachers. The approach and delivery of professional development (PD) in classroom management may determine how well teachers are able to apply... More

    pp. 87-109