Journal of Technology and Teacher Education
2021 Volume 29, Number 1
Editors
Richard Hartshorne
Table of Contents
Number of articles: 4
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Teacher Educator Perspectives on Technology Infusion: A Closer Look Using Q Methodology
Jon M. Clausen, Ball State University, United States; Arlene C. Borthwick, National Louis University, United States; David Rutledge, New Mexico State University, United States
This study utilized Q methodology to examine non-educational technology teacher education faculty perspectives on the challenge of technology infusion within teacher education. We sought faculty... More
pp. 5-43
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A Look Inside Teacher-Captured Video
Tracy E. Dobie, University of Utah, United States; Christopher Leatherwood & Miriam Gamoran Sherin, Northwestern University, United States
Professional development programs today increasingly ask teachers to capture video in their own classrooms to share with peers. Yet little work has explored the nature of the videos that teachers... More
pp. 45-66
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Digital Simulations as Approximations of Practice: Preparing Preservice Teachers to Facilitate Whole-Class Discussions of Controversial Issues
Sarah J. Kaka, Ohio Wesleyan University, United States; Joshua Littenberg-Tobias, Massachusetts Institute of Technology, United States; Taylor Kessner, Arizona State University, United States; Anthony Tuf Francis, Oakland University, United States; Katrina Kennett, University of Montana Western, United States; G. Marvez & Justin Reich, Massachusetts Institute of Technology, United States
The public schoolhouse is one of the few remaining public spaces in which citizens may routinely gather to discuss controversial issues. Furthermore, it is social studies classrooms and teachers,... More
pp. 67-90
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A Study of Motivation and Engagement in Teacher Education: Students' Perceptions of Moving to Online Instruction in Response to a Pandemic
Karen Zwanch & Jennifer Cribbs, Oklahoma State University, United States
Despite knowing that academic motivation and engagement influence academic outcomes, it is unclear how students’ motivation and engagement in face-to-face versus online courses differ. This mixed... More
pp. 91-119
