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Editorial: What we learned about Technology and Teacher Education in 2017
article

, , Kent State University, United States

Journal of Technology and Teacher Education Volume 25, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

As part of our three-step effort to increase communication between the Journal of Technology and Teacher Education and its authors (Chenowith & Ferdig, 2016), we end each year by publishing an editorial that essentially acts as a year-in-review. This editorial examines the work that was published in 2017 within volume 25 of JTATE. In volume 26, issue 2, we will be publishing more quantitative data on acceptance rates, total number of submissions, etc. (see Ferdig & Chenowith, 2017). The purpose of this editorial, however, is to be more qualitative in nature—attempting to synthesize what we learned about the study of technology and teacher education from our author contributions. By summarizing, we are also attempting to describe the trajectory of research in the field of technology and teacher education. As always, we encourage readers to read the details of each article.

Citation

Chenowith, N.H. & Ferdig, R.E. (2017). Editorial: What we learned about Technology and Teacher Education in 2017. Journal of Technology and Teacher Education, 25(4), 365-375. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved October 18, 2019 from .

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