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This pilot study investigates whether a Geographical Information System (GIS) can add value to the teaching of secondary level social studies courses. The study was conducted with three social studies teachers employed at a New York City high school....

This study documents the ways in which online collaboration impacted in-service teachers' pedagogical beliefs during an online teacher education course. The data was drawn from twenty four participants who were enrolled in an educational technology...

This study examined the benefits and difficulties that graduate student teachers perceived while participating in online collaborative group activities during their first year of a masters program. Overall, it was discovered that the three most...

This study examined the factors perceived by in-service teachers as either facilitating or impeding successful completion of online group work in a virtual graduate school of education program. Based on a quantified qualitative data analysis of open-...

Asynchronous discussion is an integral part of both blended and online learning. To effectively accommodate, support, and promote the knowledge production process, instructors should select appropriate learning models and strategies. This study...

Due to the changing nature of technology integration efforts in teacher preparation programs, electronic portfolios are often believed to be an ideal replacement for paper based ones. Yet, this process is not without challenges. More often than not, ...

With the goal of preparing our graduate education students to work effectively with diverse populations, this study explores an online field experience between technology facilitator candidates in the US and K-12 teachers in Namibia. As part of the...

Although online asynchronous discussions have been incorporated widely into higher education courses as a means to promote knowledge construction, reflection, and critical thinking, research suggests that such discussions rarely generate meaningful...