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Journal of Technology and Teacher Education

April 2015 Volume 23, Number 2

Editors

Richard E. Ferdig

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Table of Contents

Number of articles: 5

  1. Examining the Use of Video to Support Preservice Elementary Teachers’ Noticing of Children’s Thinking

    Alison Castro Superfine, Wenjuan Li, John Bragelman & Amanda Fisher, University of Illinois at Chicago, United States

    Noticing children’s mathematical thinking is an important aspect of what teachers need to know. This study explores the role of videocases in supporting preservice elementary teachers’ noticing of ... More

    pp. 137-157

  2. Links between Characteristics of Collaborative Peer Video Analysis Events and Literacy Teachers’ Outcomes

    Poonam Arya, Wayne State University, United States; Tanya Christ, Oakland University, United States; Ming Chiu, University at Buffalo, State University of New York, United States

    This study examined how characteristics of Collaborative Peer Video Analysis (CPVA) events are related to teachers’ pedagogical outcomes. Data included 39 transcribed literacy video events, in... More

    pp. 159-183

  3. Preservice Teachers’ Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012

    Joan E. Hughes, Yujung Ko, Mihyun Lim & Sa Liu, The University of Texas at Austin, United States

    This four-year, cross-sectional study, situated in one U.S. university, investigated 206 preservice teachers’ use of social network services (SNS) in teacher preparation and their disposition... More

    pp. 185-212

  4. The Influence Of Technology-Rich Early Childhood Field Experiences On Preservice Teachers

    Nicholas Lux & Christine Lux, Montana State University, United States

    Despite a comprehensive body of research on field experiences in teacher education, technology-rich early field experiences in early childhood environments is one particular area of inquiry lacking... More

    pp. 213-240

  5. Developing and assessing teachers’ knowledge of game-based learning

    Mamta Shah & Aroutis Foster, Drexel University, United States

    Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based... More

    pp. 241-267