This research investigated the use of electronic journaling to promote collaboration between special education and general education preservice teachers. During the field experience component of their methods courses, the participants responded to weekly prompts, shared experiences with each other, and frequently offered advice about events their…

Reflection is a commonly accepted practice and considered advantageous in teacher education programs. Teachers are encouraged to think critically about their beliefs and teaching styles with the intended goal of fostering greater professional and personal development. Nonetheless, researchers have noted the challenges inherent in encouraging…

The National Educational Technology Standards for Students (NETS*S) were developed to provide guidelines for effective and meaningful technology use with K-12 students. In the present study we used the NETS*S as a framework to analyze ways that teachers integrated instructional technology use and provided opportunities for their students to…

This article describes the practical application of social learning theory to build and sustain community in an asynchronous online learning environment. It presents ways that community-building can occur in a graduate online education program through the shared meaning-making processes occurring among students within and across interdisciplinary…

This qualitative study investigated P-12 school administrators' perceptions of teacher education candidates' online digital portfolios for hiring purposes. Over the course of three semesters, focus group interviews and an online questionnaire gauged administrators' perceptions of selected candidates' portfolios and how they might be used to help…

Schools of education (SOEs) are experiencing increased pressure to prepare teacher candidates for the effective and innovative integration of technologies. Lack of both ubiquitous on-campus access and effective modeling by SOE faculty are two often-cited barriers to reaching this goal. The Academic Technology Initiative (ATI) at a large…

Filling the Gap with Innovations is a study of a higher education professional development model used to infuse a teacher education program with technology innovations in order to address curriculum gaps. Professional educators at the university level are not traditionally collaborative. Yet, when an assessment of program alignment to state…

While many factors are taken into account when identifying appropriate practicum placements, effective technology use by the classroom teacher is rarely considered. This is disconcerting given the recent emphasis on teacher technology preparation. The research described in this article studies 30 preservice teachers' participation in a six-week…

One method underutilized in training teachers to use technology is to use live modeling sessions. This study qualitatively investigates how the use of modeling sessions impacted students. In this study we found that modeling was perceived by most students to be effective at teaching technology skills and ideas for integrating technology as…

This research examined the effects of case-based instructional strategies on the development of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher preparation students. The study was part of the Crossroads Project funded by the Preparing Tomorrow's Teachers for Using Technology (PT3) grant from the United States…

A long-standing challenge for schools of education is how to prepare teachers to effectively integrate technology into classroom instruction. A widespread practice in training preservice teachers is the stand-alone technology class. These classes have evolved over time. This article suggests a further development in stand-alone technology classes:…

This manuscript describes the efforts of several instructors who incorporated videoconferencing in their teacher education courses at two large universities in the southeastern United States. Professors preparing teachers to teach elementary and middle school examined their interactive videoconference experiences linking preservice teachers with…

Exemplary technology-using teachers achieve meaningful technology use in learner-centered, constructive environments despite the presence of both internal and external barriers. In this study, we discuss factors that enabled teachers to overcome these barriers, as identified by 25 winners of statewide technology teacher awards. In addition, we…

This qualitative study evaluated the Technology Supported Induction Network's (TSIN) effect on 15 elementary education student teachers in isolated rural schools. The student teachers were 50-300 miles away from their university; thus, it was difficult for faculty to provide support and supervision. The TSIN provided student teachers with…

This study examined the teacher work samples of 197 student teachers to determine their level of technology integration during student teaching. Findings indicated that most student teachers planned to use some kind of technology, although only 40% planned to include computers and less than 20% planned for the use of computers by students. The…