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Journal of Technology and Teacher Education

2021 Volume 29, Number 1


Richard Hartshorne

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Table of Contents

Number of articles: 4

  1. 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

  2. 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

  3. 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

  4. 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