Journal of Technology and Teacher Education

A peer-reviewed academic journal devoted to research in and the application of technology in teacher education. Coverage includes pre-service and in-service teacher education, graduate programs in areas such as curriculum and instruction, educational admi

Articles from Vol. 13, No. 3, Autumn

A Comparative Analysis and Validation of Instructivist and Constructivist Self-Reflective Tools (IPSRT and CPSRT) for Novice Instructional Planners
Developing effective instructional plans from both a traditional approach (e.g., instructivist) as well as a constructivist approach is clearly important for preservice teacher education. This study was designed to validate and compare two cognitive...
A Strategy for Technology Training as Part of a Master's Program Conducted at a School Site
This case study evaluates a field-based strategy for training inservice elementary teachers to use technology. The strategy, which was incorporated into the Long Beach Professional Development School for Educators (LBPDSE), involved a technology course...
Can Preservice Teacher Education Really Help Me Grow as a Literacy Teacher?: Examining Preservice Teachers' Perceptions of Multimedia Case-Based Instuction
Since the 1980s, when studies indicated that inservice teachers perceived that their preservice preparation was inadequate (Feiman-Nemser & Buchmann, 1985; Lyon, Vaasen, & Toomey, 1989), teacher education programs have made significant efforts...
Collaborative Online Problem Solving with Preservice General Education and Special Education Teachers
This study examined the online collaboration and problem solving processes of preservice general education and special education teachers from two teacher education programs in different states as they designed instruction to provide access to the...
Teaming: Constructing High-Quality Faculty Development in a PT3 Project
Research has provided important lessons about developing and delivering high-quality professional development to educators. Features identified as indicative of high-quality professional learning experiences are the organization of the activity and...
Understanding Online Learning through a Qualitative Description of Professors and Students' Experiences
Many things are not understood about distance education despite its popularity and growth in institutions of higher education (IHEs). That is why it is important to recognize faculty and students' attitudes, perceptions, and experiences to help faculty...
Using Video to Support Teachers' Ability to Notice Classroom Interactions
This article examines how video can be used to help preservice and inservice teachers learn to notice what is happening in their classrooms. Data from two related studies are presented. In the first study, middle-school mathematics teachers met monthly...
Web-Based Digital Teaching Portfolios: Fostering Reflection and Technology Competence in Preservice Teacher Education Students
This article describes the findings of a qualitative study to examine preservice teacher education students' experiences and reasons for creating digital teaching portfolios. Also, it examines the advantages and challenges of creating digital teaching...