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Journal of Technology and Teacher Education

January 2013 Volume 21, Number 1

Editors

Richard E. Ferdig

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Table of Contents

Number of articles: 5

  1. How can open online reflective journals enhance learning in teacher education?

    Joyce Gikandi, University of Canterbury, New Zealand

    This study sought to establish whether and how writing their own reflections in open online reflective journals (ORJs) can encourage and support online learners to engage in self formative... More

    pp. 5-26

  2. Examining Changes of Preservice Teachers’ Beliefs about Technology Integration during Student Teaching

    Pi-Sui Hsu, Northern Illinois University, United States

    The purpose of this qualitative case study was to examine changes in preservice teachers’ beliefs about technology integration during the student teaching semester in USA. This study used in-depth ... More

    pp. 27-48

  3. The Affordance of Blogging on Establishing Communities of Practice in a Pre-Service Elementary Teacher Education Program

    Julie Justice, Janice Anderson, Kathleen Nichols, Jennifer Jones Gorham, Steve Wall, Ashley Boyd & Leah Altheiser, University of North Carolina at Chapel Hill, United States

    This study examines the affordances of blogging on establishing communities of practice within an elementary teacher education program. Building upon the previous work with in-service teachers of... More

    pp. 49-88

  4. What are student inservice teachers talking about in their online Communities of Practice? Investigating student inservice teachers’ experiences in a double-layered CoP

    Kyungmee Lee & Clare Brett, OISE/University of Toronto, Canada

    This qualitative case study is the first phase of a large-scale design-based research project to implement a theoretically derived double-layered CoP model within real-world teacher development... More

    pp. 89-118

  5. Using video records to mediate teaching interns’ critical reflection

    Sarah E. Scott, Linda Kucan, Richard Correnti & Leigh A. Miller, University of Pittsburgh, United States

    In this study we investigated how the use of video records in a literacy methods course supports the development of reflective practitioners when video is a core element of the course design.... More

    pp. 119-145