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Journal of Technology and Teacher Education

January 2020 Volume 28, Number 1


Richard Hartshorne

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Table of Contents

Number of articles: 4

  1. Integrating with Purpose: Leveraging Content Acquisition Podcasts to Enhance Preservice Teachers’ Knowledge of Positive Behavior Interventions and Supports with Three Different Instructional Conditions

    Allison Firestone, University of California, Berkeley, United States; Janelle Rodl, San Francisco State University, United States

    Content Acquisition Podcasts (CAPs) have been shown to positively impact preservice teachers’ knowledge in critical content areas compared to traditional modes of content delivery (e.g., a lecture)... More

    pp. 5-32

  2. Stress Management and Professional Identity Development of Pre-Service Teachers in Mixed Reality Environment

    Tugce Gul, Columbus State University, United States; John Pecore, University of West Florida, United States

    The purpose of this qualitative case study is to examine the impact of stress, strategies for coping with stress, and professional identity development of pre-service teachers when teaching to... More

    pp. 33-62

  3. Supervising Teacher Candidates Using Video and Face-to-Face Observations

    Barbara Smith, Scott Ferrin, Gordon Gibb & Julie HIte, Brigham Young University, United States

    Providing effective supervision of beginning teachers and interns is critical in preparing quality special education teachers. To increase the value of feedback to teachers and decrease the time... More

    pp. 63-87

  4. Preservice teachers’ technology integration attitude change in a course implementing digital badges

    Sunnie Lee Watson, Purdue University, United States; Ji Hyun Yu, University of Michigan - Ann Arbor, United States; Hamdan Alamri, King Saud University, Saudi Arabia; William R. Watson, Purdue University, United States

    Preservice teachers’ beliefs and attitudes impact the likelihood they will integrate technology in their future teaching. Consequently teacher preparation programs should provide courses designed... More

    pp. 89-116