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Journal of Technology and Teacher Education

April 2016 Volume 24, Number 2

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Table of Contents

Number of articles: 5

  1. Editorial: Publishing in the Journal of Technology and Teacher Education: Recommendations from 2015 journal submission data

    Richard E. Ferdig & Natasha H. Chenowith, Kent State University, United States

    (None) More

    pp. 117-126

  2. Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing

    Julie Amador, University of Idaho, United States; Tracy Weston, Middlebury College, United States; Anne Estapa, Iowa State University, United States; Karl Kosko, Kent State University, United States; Zandra De Araujo, University of Missouri, United States

    This paper explores the use of animations as an approximation of practice to provide a transformational technology experience for elementary mathematics preservice teachers. Preservice teachers in ... More

    pp. 127-151

  3. Using edTPA to Compare Online and Face to Face Teacher Preparation Programs

    Tina Heafner & Teresa Petty, University of North Carolina at Charlotte, United States

    Central to determining the effectiveness of technology to support learning and the value of technology-mediated instruction is the quality of programs. edTPA is a widely accepted, national measure... More

    pp. 153-186

  4. “A Lifelong Classroom”: Social Studies Educators’ Engagement with Professional Learning Networks on Twitter

    Anna Noble, Patrick McQuillan & Josh Littenberg-Tobias, Boston College, United States

    Growing numbers of educators are using social media platforms to connect with other educators to form professional learning networks. These networks serve as alternative sources of professional... More

    pp. 187-213

  5. Validating a Measure of Teacher Intentions to Integrate Technology in Education in Turkey, Spain and the USA

    Serkan Perkmen, Balikesir University, Turkey; Pavlo Antonenko, University of Florida, United States; Alfonso Caracuel, Universidad de Granada, Spain

    The main purpose of this study was to examine the validity of the Teacher Intentions to Integrate Technology in Education Scale using pre-service teacher samples from three countries on three... More

    pp. 215-241