Search results for author:"Teresa Foulger"
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Arizona State University
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2384–2391
This paper is a report on the findings of an action research study that explored a non-traditional professional development process involving five elementary teachers working as a community in collaboration with a professional developer. The group...
Facilitating a community of practice to encourage organizational leadership: The journey of a professional developer
Facilitating a community@of@practice to encourage organizational@leadership: The journey of a professional@developer (2004) pp. 1–208
This study explored the process of professional development involving five teacher participants working as a community of practice (CoP) in collaboration with a professional developer (the researcher). Of specific focus were factors related to the...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3157–3168
The popularity of TPACK is evident by the surge of literature surrounding the framework. But there is much debate about the foundation of the framework and the wickedness produced by the “fuzzy boundaries” of the overlapping circles. Some wonder...
Creating Innovators: Can the Exploration of New Technologies in Teacher Education Programs Develop Early Adopters?
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1733–1738
This paper investigates a method for developing innovative tech-savvy teachers through a new assignment in a preservice teacher education course focusing on technology integration. The assignment is meant to support preservice teachers becoming...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2655–2660
This study provides a naturalistic description of the ways that doctoral students who participated in an action research doctoral program used technology to support the dissertation. We identified seven students who had the most uses of technology...
Enhancing the Writing Development of English Language Learners: Teacher Perceptions of Common Technology in Project-Based Learning
Journal of Research in Childhood Education Vol. 22, No. 2 (2007) pp. 109–124
Results from this study suggest teachers believe technology may provide English language learners (ELLs) an advantage in developing writing skills. Using a theoretical framework by Hadaway, Vardell, and Young (2002) citing seven teacher practices...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2580–2584
Pre-service and in-service teachers increasingly use MySpace and other social networking sites for personal and professional purposes. This paper discusses newsworthy cases where negative consequences occurred when personal information was exposed...
Is Integrating Technology Like Learning to Ride a Bike? Soliciting Input from Colleagues About a Study to Investigate the Developmental Aspects of TPACK
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4690–4695
The TPACK framework promoted by Mishra and Koehler (e.g., 2006) has fueled a movement toward viewing teaching with technology as the ability to simultaneously address the connections and interactions between and among the elements of technology,...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2198–2204
A recent review on TPACK research has concluded that there is great need for empirical research regarding the development of this specific knowledge base. Based on a Venn diagram visualization of the framework we created a graphic assessment tool to ...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3960–3967
This paper discusses teacher educators’ experiences in developing technological, pedagogical and content knowledge through redesigning course content to integrate web 2.0 technologies. Findings suggest that the instructors gained technological...
Young Children Vol. 64, No. 5 (September 2009) pp. 46–49
The research is clear that a family's involvement in their child's early education improves outcomes in areas such as the child's language, self-help, social, and motor skills. The more frequent the contact between home and school, the more the...
Journal of Computing in Teacher Education Vol. 23, No. 3 (2007) pp. 107–114
Filling the Gap with Innovations is a study of a higher education professional development model used to infuse a teacher education program with technology innovations in order to address curriculum gaps. Professional educators at the university...
International Journal of Teaching and Learning in Higher Education Vol. 23, No. 2 (2011) pp. 150–165
This study was instigated when 12 teacher education students expressed four concerns about their hybrid courses (part online, part face-to-face) to the college dean. In an effort gain the perspective of the broader population of students so...
Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology
Journal of Technology and Teacher Education Vol. 17, No. 3 (July 2009) pp. 393–418
Keeping-up with progressing technology tools has been a troublesome issue for educational technology instructors for over ten years as they endeavor to prepare beginning teachers to integrate technology in their future classrooms. This paper...
Examining the Development of a Hybrid Degree Program: Using Student and Instructor Data to Inform Decision-Making
Journal of Research on Technology in Education Vol. 39, No. 4 (2007) pp. 331–357
This paper investigates the questions and considerations that should be discussed by administrators, faculty, and support staff when designing, developing and offering a hybrid (part online, part face-to-face) degree program. Using two Web...
TechTrends: Linking Research and Practice to Improve Learning Vol. 52, No. 3 (June 2008) pp. 76–80
Researchers and practitioners in the field of online learning continue to debate how to best leverage the convenience of online delivery while maintaining or increasing the quality and effectiveness of course content and delivery. While students...
Journal of Computing in Teacher Education Vol. 25, No. 2 (2009) pp. 67–71
University instructors discuss a required educational technology course in a teacher education program and the impact of two forces: (a) Technological Pedagogical and Content Knowledge, commonly known as TPACK (Misha & Koelher, 2006), and (b) action ...
International Journal of Teaching and Learning in Higher Education Vol. 20, No. 1 (2008) pp. 28–38
Pre-service teachers faced an old problem with new possible solutions by working collaboratively to learn new technologies and changed the way they react to new tools. This approach required students to explore technologies independent of...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2923–2930
Teacher educators have employed the TPACK framework to guide their efforts in preparing pre-service teachers to integrate technology and measuring their knowledge on various TPACK constructs. The Theory of Planned Behavior has been used in teacher ...
Journal of Digital Learning in Teacher Education Vol. 29, No. 2 (2013) pp. 48–58
In an effort to reform a teacher education program by strengthening content-area preparation and adding opportunities to practice by extending the time for student teaching, Arizona State University's Mary Lou Fulton Teachers College eliminated a...
Journal of Digital Learning in Teacher Education Vol. 27, No. 1 (2010) pp. 4–11
This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University's College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2457–2461
Abstract: Teacher Educator Technology Competencies (TETCs) were developed via a highly collaborative process involving many teacher educators, professional associations, and experts in the field. The research team conducted this study using the...
Journal of Technology and Teacher Education Vol. 24, No. 3 (July 2016) pp. 249–256
The way preservice teachers learn to use technology within their practice varies widely depending on the learning opportunities available (e.g., technology-infused teacher preparation program vs. standalone education technology course), and the...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4429–4434
What does TPACK look like in preservice teacher preparation programs? This project explores candidates’ knowledge and experiences after participation in a TPACK-focused learning unit. This research uses mixed methods of survey data, interview and...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3763–3768
This paper provides background information for a round table session highlighting how an innovative assignment was shared in different teacher preparation courses at two universities to promote integration of Web 2.0 tools. In preservice teacher...
Nudging Tech Infusion into Student Teaching: Determining Institutional Readiness for Large-Scale, Site-Based, Professional Development
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 27–32
This study was conducted to determine the current status of technology integration during student teaching in our college. It is a natural extension of efforts to integrate technology into preservice methods courses at Arizona State University, the...
Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking
Journal of Research on Technology in Education Vol. 42, No. 1 (2009) pp. 1–28
MySpace and Facebook are innovative digital communication tools that surpass traditional means of social interaction. However, in some instances in which educators have used these tools, public reactions to them have resulted in sanctions. With the...
Using TPACK as a Professional Development Framework: Benefits, Limitations, and Exploration of Other Possible Frames
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2842–2849
For the Mary Lou Fulton Teachers College, moving from teaching a stand-alone course to addressing technology integration in a programmatic manner through technology infusion has been an effort of incremental change, guided by cycles of action reach...
Technology Integration and Teacher Preparation: The Development of Teacher Educator Technology Competencies
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2336–2346
Preservice teachers should be better prepared to teach with technology ?from day one? when they enter the profession (U.S. Department of Education, Office of Educational Technology, 2016). Teacher preparation curricula along with teacher educators?...
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 413–448
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 technology (U.S. Department of Education, Office of...
- Foulger, Teresa S. (20)
- Wetzel, Keith (14)
- Williams, Mia Kim (11)
- Foulger, Teresa (10)
- Graziano, Kevin J. (4)
- Lindsey, LeeAnn (4)
- Amrein-Beardsley, Audrey (3)
- Buss, Ray (3)
- Pasquel, Stacey (3)
- Slykhuis, David (3)