Journal of Technology and Teacher Education
July 2016 Volume 24, Number 3
Editors
Richard E. Ferdig
Table of Contents
Number of articles: 5
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Invited Commentary: The Time is Now! Creating Technology Competencies for Teacher Educators
Teresa S. Foulger, Arizona State University, USA, United States; Kevin J. Graziano, Nevada State College, USA, United States; David Slykhuis, James Madison University, USA, United States; Denise Schmidt-Crawford, Iowa State University, USA, United States; Torrey Trust, University of Massachusetts Amherst, USA, United States
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.... More
pp. 249-256
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To Post, or Not to Post, that is the Question: Pre-Service Teachers’ Social Networking Decisions and Professional Development Needs
Helen Crompton, Kelly Rippard & Jody Sommerfeldt, Old Dominion University, United States
This rise in the use of social networks presents new ethical, legal, and professional challenges for educators. Pre-service teachers need professional development to be cognizant of the content... More
pp. 257-279
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Wearable Cameras as a Tool to Capture Preservice Teachers’ Marked and Recorded Noticing
Anne Estapa, Iowa State University, United States; Julie Amador, University of Idaho, United States
Teacher educators use a multitude of technological sources to enhance teachers’ learning. More specifically, many teacher educators incorporate video as a tool for supporting preservice teachers to... More
pp. 281-307
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Toward a Broader Understanding of Teacher Technology Integration Beliefs and Values
Royce Kimmons, Brigham Young University, United States; Cassidy Hall, University of Idaho, United States
In authentic K-12 settings, technology integration is influenced by the decisions and perspectives of a variety of stakeholders, but current research and practice related to teacher technology... More
pp. 309-335
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Examining the impact of a simulation classroom experience on teacher candidates’ sense of efficacy in communicating with English learners
Michele Regalla, Cynthia Hutchinson, Joyce Nutta & Nooshan Ashtari, University of Central Florida, United States
This pilot study examined the use of a simulation classroom in helping teacher candidates enrolled in a general methods class adjust their communication for English learners (ELs). Surveys were... More
pp. 337-367
