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Journal of Technology and Teacher Education

July 2017 Volume 25, Number 3


Richard Hartshorne

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Table of Contents

Number of articles: 4

  1. Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program

    Joshua Ellis, Michigan Technological University, United States; Samuel Justin Polizzi, Kennesaw State University, United States; Gillian Roehrig, University of Minnesota, United States; Gregory Rushton, Stony Brook University, United States

    Induction programs have become a leading model of providing coherent, targeted support for beginning teachers who are most at risk for leaving the profession. This comparison study assessed the... More

    pp. 245-272

  2. Re-envisioning Professional Learning in Mathematics: Teachers’ Performance, Perceptions, and Practices in Blended Professional Development

    Jennifer Luebeck, Montana State University, United States; Matt Roscoe & Georgia Cobbs, University of Montana, United States; Kacey Diemert, Lewis Clark State College, United States; Lisa Scott, Billings Public Schools, United States

    This paper reports findings from a study that followed K-12 mathematics teachers through the components of a blended professional development program, highlighting their engagement in a series of... More

    pp. 273-299

  3. Preparing for Infusion: Emergence of a Model for Faculty TPACK Development

    Daniel Mourlam, University of South Dakota, United States

    As technologies have become ubiquitous in society and within higher education, institutions have begun to invest in the development of faculty to leverage digital technologies during their... More

    pp. 301-325

  4. The Effects of Virtual Coaching on Teacher Candidates’ Perceptions and Concerns Regarding On-Demand Corrective Feedback

    Donna Wake, Debbie Dailey, Alicia Cotabish & Tammy Benson, University of Central Arkansas, United States

    ** Invited as a paper from SITE 2016 ** A virtual coaching intervention utilizing Skype and Bluetooth (Bug-in-the-Ear) technology provided immediate corrective feedback to non-traditional teacher ... More

    pp. 327-357