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…

The cohort approach, which has gained popularity with graduate level programs in the United States, presented the researchers with the unique opportunity to use a year-long Scholarship of Teaching and Learning (SoTL) approach to study a cohort of 19 in-service teachers and their own perception of their technology integration knowledge, skills, and…

This study examined the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. The course focused on the three domains of knowledge related specifically to integrating instructional technology into mathematics and science teaching and learning…

Given the importance of technology in today's society, many teacher professional development (TPD) efforts incorporate instructional technologies. Following TPD, little is known about how to adequately support teachers in the use of these instructional technologies. Supporting teachers in geographically distant schools is particularly…

This qualitative study examined the influence of technology-based internships on teachers' instructional decision-making during their first year in the classroom. Field experiences offer preservice teachers opportunities to observe and practice teaching, yet they rarely target technology. Using a case study design, this study explored the…

A new primarily distance education Master's degree program was focused on the development of technological pedagogical content knowledge (TPACK) for integrating appropriate digital technologies in mathematics and science classes. In this mixed-method multiple case study, we documented in-service K-8 teachers' perceptions of their TPACK…

The current study analyzed the impact of a year-long adoption of an online curriculum planning tool on teachers' thinking about content and pedagogy, as well as their use of technology in the classroom. The online planning tool was adopted district-wide following professional development training with the purpose of supporting teachers'…

This study investigates pre-service teachers' TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the…

Invited as a paper from SITE 2013. This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. This course introduces a variety of strategies and techniques for using instructional…

The purpose of this program evaluation was to determine the impact of a school-based, job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Participant bi-weekly journal postings were analyzed using Grappling's "Technology and Learning Spectrum" (Porter, 2001) to…

The purpose of this research was to investigate the viability of partnerships between instructional technology and teacher education faculty in order to promote technology integration in content methods courses. This study also focused on preservice teachers' evolving perception of technology integration through participation in targeted…

Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology…

This study is part of an ongoing design research to scaffold preservice teachers' higher-order reasoning while solving technology integration problems. Informed by previous iterations, we designed and examined progressively increasing scaffolds that integrated multiple scaffolding functions to facilitate three technology-based lesson design…

The purpose of this qualitative case study was to examine changes in preservice teachers' beliefs about technology integration during the student teaching semester in USA. This study used in-depth interviews, review of documents, and observations. The findings indicated the preservice teachers' beliefs about technology integration changed in two…

The impact of a redesigned educational technology course on preservice teachers' knowledge and skills with regard to information and communications technology as defined by ISTE's National Educational Technology Standards for Teachers (NETS-T) was investigated in this study. Two changes were made to the course: (1) a commercially available…