Journal of Technology and Teacher Education
October 2014 Volume 22, Number 4
Editors
Richard Hartshorne
Table of Contents
Number of articles: 5
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From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form
Raymond Flores, Texas Tech University, United States; Daniel G. Krutka, Texas Woman’s University, United States; Katherine Mason & Daniel J. Bergman, Wichita State University, United States
In efforts to promote a more learner-centered approach to supervision, faculty members at a Midwestern U.S. university piloted a new digital classroom observation form. Participants included middle... More
pp. 401-421
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Adopting an Online Curriculum Planning Tool: Facilitation for Teachers’ Thinking about Student-Centered Pedagogy and Technology Integration
Kirsten Butcher, University of Utah, United States; Heather Leary & James Foster, University of Colorado Boulder, United States; Holly Devaul, University Corporation for Atmospheric Research, United States
The current study analyzed the impact of a year-long adoption of an online curriculum planning tool on teachers’ thinking about content and pedagogy, as well as their use of technology in the... More
pp. 423-447
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Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans.
Irina Lyublinskaya & Nelly Tournaki, The College of Staten Island, CUNY, United States
Invited as a paper from SITE 2013. This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education... More
pp. 449-470
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Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program
Thomas Habowski & Chrystalla Mouza, University of Delaware, United States
This study investigates pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field ... More
pp. 471-495
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Transforming Teachers’ Knowledge Focused on Student Thinking with Technologies Using a Learning Trajectory Instructional Approach
Margaret Niess & Henry Gillow-Wiles, Oregon State University, United States
This study examined the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers’ technological pedagogical content knowledge (TPACK). ... More
pp. 497-520