TPACK (Technological Pedagogical and Content Knowledge) has quickly become popular amongst researchers and practitioners as a framework for understanding necessary teacher knowledge for supporting effective technology integration. Utilization of TPACK, however, has generally been approached in a manner that is non-critical and that does not inform…

This paper describes the Adolescent Community of Engagement (ACE) framework as a lens to guide research and design in adolescent online learning environments. Several online learning frameworks have emerged from higher education contexts, but these frameworks do not explicitly address the unique student and environmental characteristics of the…

In 2006, the author worked on a pre-service education course in instructional media and revised it to include ICTs and technology integration, as part of a national program to infuse ICTs throughout Namibia's educational system. The course was to be implemented in 2008 at all four Colleges of Education in Namibia responsible for the Basic…

The development of inquiry and project-based materials is challenging in many ways, not the least of which is the design of supports for teachers implementing such materials. We report on the design of educative and just-in-time teacher supports for an online project-based unit in ocean science. The teacher supports were visible as tabs on the…

Three-dimensional (3D) virtual worlds (VW) have great potential for contemporary art education. This article introduces the key characteristics of 3D VWs and reviews the research literature and application of VWs in education and art education. After explaining how 3D VWs provide unique possibilities as a contemporary art medium, learning tool,…

The purpose of this paper is to introduce a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K-12 classrooms. Based on studies in teacher education, learning theory, and technology integration, the authors define five essential characteristics necessary for pre-service teacher…

Technological pedagogical content knowledge (TPCK or TPACK)--the highly practical professional educational knowledge that enables and supports technology integration--is comprised of teachers' concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers' planning--which expresses…

This article describes how a blogging exchange between preservice teachers and elementary school children was used as part of a social studies pedagogy course. The objective of this exchange was to develop the preservice teachers' understanding of children's differing learning needs, interests and learning styles while the children were immersed…

The number of students taking online courses in K-12 has increased exponentially since the inception of virtual schools in 1996. However, K-12 virtual schooling is a relatively new concept for those involved in teacher education. As teacher education departments build pre-service preparation programs, in-service professional development…

Nine New Zealand secondary schools participated in the OtagoNet project, using videoconferencing technologies to deliver courses to multiple sites. This paper reports findings from a study conducted between 2001 and 2004 to evaluate the effectiveness of OtagoNet. It was found that videoconferencing technology had a significant impact on pedagogy…

In this article we describe the use of a weblog (blog) project that was incorporated into an undergraduate preservice teacher education course that addressed diversity and multicultural education. To explore the efficacy of the project, we analyzed its implementation using an action research framework. We found that the project increased the…

Researchers argue that teachers' beliefs are the final barrier that prevents technology integration. To affect change in teacher candidates' beliefs of technology integration, we created a pedagogical laboratory as well as a field experience program that operates within the pedagogical laboratory. This article presents a qualitative study of…

Teacher educators have a dual responsibility. They must not only deliver the content of their courses but also model the pedagogical beliefs and instructional strategies they espouse. Perhaps no area more explicitly demonstrates the difference between "talking the talk" and "walking the walk" than the integration of technology into teacher…

Much of preservice teacher education at the undergraduate level is based on indirect links between those preparing to teach and those who spend their days in schools. This article describes two kinds of direct links based in the culminating courses required for state certification to teach at the secondary level through an undergraduate teacher…

It is essential that preservice teachers have successful experiences with infused technology during teacher preparation. This article describes a project in which collegial interaction among practicing teachers and preservice teachers at four participating institutions of higher education was enhanced by technological innovation. The Recursive,…