If classroom teachers are to meet the need for meaningful integration of technology in educational settings, there must be a restructuring of both teacher preparation programs and current classroom practice. The purpose of this paper is to share the progress of a collaborative partnership between an urban school district and a college of education…

We discuss the context, conception, implementation, and research used to refine and evaluate a systemic model for fostering technology integration in teacher education. The Learning Generation model identifies conditions where innovations for using technology emerge in small group dialogues. The model uses a multifaceted implementation with…

This article describes how we engaged teacher candidates in an authentic professional learning activity using information technologies as tools, to support both learning to teach and learning to use technology. The assignments in two courses generally achieved the desired authenticity to teaching, and plausibly accounted for the candidates'…

How do instructors motivate students to participate in computer-mediated discussion? If they do participate, how can the quality of their interactions be assessed? This study speaks to these questions by examining online participation and discourse in a science course for preservice teachers. The instructor of an introductory entomology course for…

Research has provided important lessons about developing and delivering high quality professional development to educators. Features identified as indicative of high quality professional learning experiences are the organization of the activity and its duration, the extent to which there is collective participation of teachers within an education…

This paper describes the findings of a qualitative study to examine preservice teacher education students' experiences and reasons for creating digital teaching portfolios. Also, it examines the advantages and disadvantages of creating digital teaching portfolios. Findings indicate that the process of creating digital teaching portfolios was a…

This study examined the online collaboration and problem solving processes of preservice general education and special education teachers from two different states. The use of online collaborative problem solving across the miles was found to be a vehicle for preservice teachers to prepare to meet the needs of all learners in inclusive…

Since the 1980s, when studies indicated that inservice teachers perceived that their preservice preparation was inadequate (Feiman-Nemser & Buchmann, 1985; Lyon, Vaasen, & Toomey, 1989), teacher education programs have made significant efforts to provide meaningful preparation (Imig & Switzer, 1996). One such effort includes the use of…

Developing effective instructional plans from both a traditional approach (e.g., instructivist) as well as a constructivist approach is clearly important for preservice teacher education. This study was designed to validate and compare two cognitive tools, the Instructional Planning Self-Reflective Tool (IPSRT), and the Constructivist Planning…

Many things are not understood about distance education despite its popularity and growth in institutions of higher education (IHEs). That is why it is important to recognize faculty and students' attitudes, perceptions, and experiences to help faculty design and prepare an online course, to provide educators with information about recruitment, to…

This paper examines how video can be used to help pre-service and in-service teachers learn to notice what is happening in their classrooms. Data from two related studies are presented. In the first study, middle-school mathematics teachers met monthly in a video club in which they shared and discussed excerpts of videos from their classrooms. In…

This case study evaluates a field-based strategy for training in-service elementary teachers to use technology. The strategy, which was incorporated into the Long Beach Professional Development School for Educators (LBPDSE), involved a technology course taken by a cohort of students in an on-site M.A. program in Curriculum and Instruction.…

Research in the past decade has shown that computer technology is an effective means for widening educational opportunities, but most teachers neither use technology as an instructional delivery system nor integrate technology into their curriculum. This qualitative study examined the classroom practice of 30 "tech-savvy" teachers who used…

This article details a study that sought an alternative method to instruct public school teachers on how to integrate technology in their classrooms. Paired with a technology coach, nine teachers participated in this situated professional development technology program. Results from this technology coach program detail successful technology…

This study investigated the gap that exists between the technological knowledge and skills preservice teachers possess and their confidence in using them to successfully integrate technology in their classrooms. Specifically, this study addressed whether a model of instructional delivery using the integration of technology practices into the…