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Editorial: What We Learned About Technology and Teacher Education in 2018

, , Kent State University, United States

Journal of Technology and Teacher Education Volume 26, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

We include two main editorials each year in the Journal of Technology
and Teacher Education (JTATE). In the second issue of the year, we report
quantitative and qualitative results of the review process of all manuscripts
submitted the prior year (see Ferdig & Chenowith, 2017). In the fourth issue
(this one), we look back at what we learned from published articles in
the current year. The recap is not meant to supplant the value of reading
and interpreting the articles individuals to gain full understanding and impact.
Rather, it is to reflect on the broader categories of influence and to
give JTATE readers a 30,000 foot perspective on recent publications. Both
editorials are part of our continued efforts to increase communication between
the editors, editorial review board members, international advisory
board members, and current and potential JTATE authors.

Citation

Baumgartner, E. & Ferdig, R.E. (2018). Editorial: What We Learned About Technology and Teacher Education in 2018. Journal of Technology and Teacher Education, 26(4), 509-517. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 21, 2019 from .

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References

  1. Baecher, L., Kung, S.-C., Ward, S.L., & Kern, K. (2018). Facilitating Video Analysis for Teacher Development: A Systematic Review of the Research. Journal of Technology and Teacher Education, 26(2), 185-216.
  2. Bannister, N., Kalinec-Craig, C., Bowen, D., & Crespo, S. (2018). Learning to Notice and Name Students’ Mathematical Strengths: A Digital Experience. Journal of Technology and Teacher Education, 26(1), 13-31.
  3. Buchbinder, O. (2018). Supporting Prospective Secondary Mathematics Teachers in Producing Instructional Explanations Through a Video-Based Experience. Journal of Technology and Teacher Education, 26(1), 33-56.
  4. Chazan, D., Herbst, P., Fleming, E., & Grosser-Clarkson, D. (2018). Technological Supports for Practice-Based Teacher Education. Journal of Technology and Teacher Education, 26(1), 5-11.
  5. Chizhik, E.W., & Chizhik, A.W. (2018). Value of Annotated Video-Recorded Lessons as Feedback to Teacher-Candidates. Journal of Technology and Teacher Education, 26(4), 527-552.
  6. Driver, M.K., Zimmer, K.E., & Murphy, K.M. (2018). Using Mixed Reality Simulations to Prepare Preservice Special Educators for Collaboration in Inclusive Settings. Journal of Technology and Teacher Education, 26(1), 55-77.
  7. Ferdig, R.E. & Chenowith, N.H. (2017). Editorial: Submissions and publication data from the 2016 volume of the Journal of Technology and Teacher Education. Journal of Technology and Teacher Education, 25(2), 125-129.
  8. González, G., & Dejarnette, A.F. (2018). Designing Animated Stories of Instruction for Teacher Education: The Process of Making an Animation to 516 Promote Teacher Noticing of Students’ Prior Knowledge. Journal of Technology and Teacher Education, 26(1), 79-102.
  9. Gretter, S. (2018). Can We Support Preservice Teachers’ Intention to Teach Media& Information Literacy? Reflective Exercises with the Theory of Planned Behavior. Journal of Technology and Teacher Education, 26(4), 553-586.
  10. Hestness, E., Ketelhut, D.J., McGinnis, J.R., & Plane, J. (2018). Professional Knowledge Building within an Elementary Teacher Professional Development Experience on Computational Thinking in Science Education. Journal of Technology and Teacher Education, 26(3), 411-435.
  11. Hollebrands, K., Mojica, G., & Outlaw, B. (2018). Teachers’ Analysis of Student Thinking in a Teaching Mathematics with Technology Massive Open Online Course for Educators. Journal of Technology and Teacher Education, 26(4), 587-612.
  12. Hougan, E., Johnson, H., Novak, D., Foote, C., & Palmeri, A. (2018). Exploring the Influence of Accomplished Teachers’ Video and Commentary Pairing on Teacher Candidates’ Noticing and Thinking about Practice. Journal of Technology and Teacher Education, 26(2), 217-248.
  13. Israel, M., Ray, M.J., Maa, W.C., Jeong, G., Lee, C., Lash, T., & Do, V. (2018). School-embedded and district-wide instructional coaching in K-8 computer science: Implications for including students with disabilities. Journal of Technology and Teacher Education, 26(3), 471-501.
  14. Kucek, S. (2018). How Pre-service Teachers Learn Educational Technology with the Situated Learning Approach. Journal of Technology and Teacher Education, 26(2), 249-274.
  15. Lok, L., Schellings, G., Brouwer, N., & Den Brok, P. (2018). Investigating effects of using digital video in teacher training in Cambodia. Journal of Technology and Teacher Education, 26(2), 275-298.
  16. Milewski, A., Herbst, P., Bardelli, E., & Hetrick, C. (2018). The Role of Simulations for Supporting Professional Growth: Teachers’ Engagement in Virtual Professional Experimentation. Journal of Technology and Teacher Education, 26(1), 103-126.
  17. Mouza, C., Yadav, A., & Ottenbreit-Leftwich, A. (2018). Editorial: Developing Computationally Literate Teachers: Current Perspectives and Future Directions for Teacher Preparation in Computing Education. Jornal of Technology and Teacher Education, 26(3), 333-352.
  18. Ozogul, G., Karlin, M., & Ottenbreit-Leftwich, A. (2018). Preservice Teacher Computer Science Preparation: A Case Study of an Undergraduate Computer Education Licensure Program. Journal of Technology and Teacher Education, 26(3), 375-409.
  19. Rich, P., Belikov, O., Yoshikawa, E., & Perkins, M. (2018). Enablers and Inhibitors to Integrating Computing and Engineering Lessons in Elementary Education. Journal of Technology and Teacher Education, 26(3), 437-469.
  20. Walkoe, J., & Levin, D.M. (2018). Using Technology in Representing Practice to Support Preservice Teachers’ Quality Questioning: The Roles of Noticing in Improving Practice. Journal of Technology and Teacher Education, 26(1), 127-147.
  21. Weston, T.L., Kosko, K.W., Amador, J.M., & Estapa, A.T. (2018). Preservice Teachers’ Questioning: Comparing Platforms for Practice-Based Teacher Education. Journal of Technology and Teacher Education, 26(1), 149-172.
  22. Woodward, L., & Hutchison, A. (2018). The STAK Model: Exploring Individualized Professional Development for Technology Integration in Literacy. Journal of Technology and Teacher Education, 26(4), 613-644.
  23. Chang, Y., & Peterson, L. (2018). Pre-service Teachers’ Perceptions of Computational Thinking. Journal of Technology and Teacher Education, 26(3), 353-374.

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