You are here:

Journal of Technology and Teacher Education

July 2013 Volume 21, Number 3

Editors

Richard E. Ferdig

Search this issue

Table of Contents

Number of articles: 5

  1. The Effect of E-Coaching Attendance on Alternatively Certified Teachers’ Sense of Self-Efficacy

    Anika Anthony, Belinda Gimbert & David Fultz, The Ohio State University, United States

    ** Invited as a paper from SITE 2012 ** A study was conducted to examine the self-efficacy of first-year teachers trained in an alternative certification program. Teachers were provided access to ... More

    pp. 277-299

  2. An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution

    Jeffrey Hall, Mercer University, United States; Gregory Chamblee, Georgia Southern University, United States; Scott Slough, Texas A&M University, United States

    ** Invited as a paper from SITE 2011 ** Two high school mathematics teachers who use Interactive Whiteboards (IWBs) in the classroom were interviewed annually over the course of three years... More

    pp. 301-320

  3. Learner-generated digital video: Using Ideas Videos in Teacher Education

    Matthew Kearney, University of Technology, Sydney (UTS), Australia

    ** Invited as a paper from SITE 2012 ** This qualitative study investigates the efficacy of Ideas Videos (or iVideos) in pre-service teacher education. It explores the experiences of student... More

    pp. 321-336

  4. Integration of Technology in Elementary Pre-Service Teacher Education: An Examination of Mathematics Methods Courses

    Rebecca Mitchell & Elida Laski, Boston College, United States

    Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they stay informed about research related to effective uses of educational... More

    pp. 337-353

  5. Ready for Robotics:Bringing together the T and E of STEM in early childhood teacher education

    Marina Bers, Safoura Seddighin & Amanda Sullivan, The DevTech Research Group at Tufts University, United States

    Prior work has shown that early childhood educators demonstrate a lack of knowledge and understanding about technology and engineering, and about developmentally appropriate pedagogical approaches ... More

    pp. 355-377