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This paper reports on a study of cooperating teachers' technology integration and its impact on pre-service teachers. A survey was administered to 150 cooperating teachers. Cooperating teachers were asked about their use of ICT in teaching practice...

This study explored four pre-service teachers' integration of technology-based teaching strategies (TTS) during practise teaching. The extent to which the pre-service teachers integrated TTS in their teaching, their reasons for using TTS, and the...

This paper outlines a sociocultural framework for developing a collaborative learning community in technology integration. The framework is situated in Wenger's (1998) notion of a community of Practice and Fullan's (1999) ideas of change. The...

This paper documents the tensions or dualities emerging during the initiation of a school-based collaborative initiative to support pre-service teachers to integrate ICT during practice teaching. Participants were 4 pre-service teachers (2 pre...

This paper reports on one component of a collaborative initiative that was implemented during the 2006-2007 academic year in Ontario, Canada. Four pre-service teachers were supported at 2 school sites as they integrated information and...

Four pre-service teachers participated in a school-based collaborative initiative where they were supported by 2 university faculty members, a school board technology consultant and a Masters student to integrate technology into teaching practice....

Many Canadian schools have diverse student populations and there is need to explore how video games can be used to motivate and engage students in scientific inquiry and promote scientific literacy. This paper documents the factors impacting how one ...

Competent teachers foster meaningful learning when they demonstrate the ability to connect subject matter content and pedagogical processes in ways that promote effective student learning in that content area. Using the TPCK model proposed by...

The Mentor-Connector project joins high school students in the Niagara Catholic District School Board with teacher candidates recruited from local and international universities. The Mentor-Connector Program taps into the learning styles of 21st...

This paper expands a proposed theoretical taxonomy of characteristics of teacher knowledge for planning and implementing technologically-enhanced lessons for elementary instruction across subject matter areas. The expanded taxonomy is derived from a ...

There is a need to explore teacher knowledge related to teaching with technology to better prepare teachers for successfully integrating technology into their daily instructional practices. Technology teacher educators have been using a variety of...

There is a need to explore teacher knowledge related to teaching with technology to better prepare teachers for successfully integrating technology into their daily instructional practices. Technology teacher educators have been using a variety of...

The development of a survey to assess teacher candidates’ knowledge of TK, TCK, and TPK is presented. The survey is unique in that it is derived from a taxonomy of characteristics for TK, TCK, and TPK developed by the authors from observation of...

This paper introduces the Framework of TPACK-in-Practice, derived from PCK Model (Shulman, 1986) and the TPACK model (Mishra & Koehler, 2006), as concrete teacher actions, or practice-derived teacher knowledge about teaching with technology, and...

This poster presentation proposes a re-envisioned model of TPACK (Mishra & Koehler, 2006) and illustrates its usefulness in framing technology professional learning for teachers and teacher educators or technology workshops. Four design elements...