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Journal of Technology and Teacher Education

July 2016 Volume 24, Number 3

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Table of Contents

Number of articles: 5

  1. Invited Commentary: The Time is Now! Creating Technology Competencies for Teacher Educators

    Teresa S. Foulger, Arizona State University, USA, United States; Kevin J. Graziano, Nevada State College, USA, United States; David Slykhuis, James Madison University, USA, United States; Denise Schmidt-Crawford, Iowa State University, USA, United States; Torrey Trust, University of Massachusetts Amherst, USA, United States

    The way preservice teachers learn to use technology within their practice varies widely depending on the learning opportunities available (e.g., technology-infused teacher preparation program vs.... More

    pp. 249-256

  2. To Post, or Not to Post, that is the Question: Pre-Service Teachers’ Social Networking Decisions and Professional Development Needs

    Helen Crompton, Kelly Rippard & Jody Sommerfeldt, Old Dominion University, United States

    This rise in the use of social networks presents new ethical, legal, and professional challenges for educators. Pre-service teachers need professional development to be cognizant of the content... More

    pp. 257-279

  3. Wearable Cameras as a Tool to Capture Preservice Teachers’ Marked and Recorded Noticing

    Anne Estapa, Iowa State University, United States; Julie Amador, University of Idaho, United States

    Teacher educators use a multitude of technological sources to enhance teachers’ learning. More specifically, many teacher educators incorporate video as a tool for supporting preservice teachers to... More

    pp. 281-307

  4. Toward a Broader Understanding of Teacher Technology Integration Beliefs and Values

    Royce Kimmons, Brigham Young University, United States; Cassidy Hall, University of Idaho, United States

    In authentic K-12 settings, technology integration is influenced by the decisions and perspectives of a variety of stakeholders, but current research and practice related to teacher technology... More

    pp. 309-335

  5. Examining the impact of a simulation classroom experience on teacher candidates’ sense of efficacy in communicating with English learners

    Michele Regalla, Cynthia Hutchinson, Joyce Nutta & Nooshan Ashtari, University of Central Florida, United States

    This pilot study examined the use of a simulation classroom in helping teacher candidates enrolled in a general methods class adjust their communication for English learners (ELs). Surveys were... More

    pp. 337-367