Although the importance of assistive technology (AT) has been supported in the literature, preservice special education teachers (PSETs) are still graduating with inadequate AT knowledge and skills. In this study, an educational technology course was modified and the PSETs' perceptions about their AT knowledge and skills and the course were…

Higher education work is often conducted in silos without the in-person interactions that characterize other educational settings. This is increasingly evident since the COVID-19 pandemic led to a significant shift in online communication and remote work. Educators might grow from understanding the types and quality of interactions that social…

Educators have recently begun using digital breakout games as an instructional strategy in K-12 and higher ed curricula. However, research has thus far explored outcomes associated with playing these games, rather than designing them. This study investigates what happened when 23 preservice teachers in a technology integration course designed…

Special educators are expected to implement High-Leverage Practices to support diverse learners. This article describes the findings from a mixed-reality simulation project structured around the framework of connected learning. The project sought to evaluate how 30 preservice teacher candidates in special education feel about mixed-reality…

One-hundred ninety-nine literacy professors responded to an online survey. A multivariate outcome logit/probit model was used to analyze these data to determine how professor and institution characteristics were related to (a) technologies that professors use in their courses, (b) technologies that professors prepare teachers to use, (b) teaching…

This study examined how prepared teachers felt when shifting to online instruction during the COVID-19 pandemic. The teachers were graduates of an education preparation program at a small private Midwestern University. We constructed a questionnaire to measure the graduates' perceptions of preparation in online teaching, as well as their…

Across the globe, the COVID-19 pandemic has drastically altered the educational landscape, creating new professional realities for practicing and future teachers. As teacher educators prepare preservice teachers for the uncertainty of online and in-person teaching, more information is needed around how mentor teachers designed and implemented…

As both universities and students demonstrate an increasing interest in offering and taking online courses, a better understanding of the causes of student outcomes, such as student achievement has become increasingly important. This study investigated an additional variable, the role of the teacher, which has been hidden within and in many…

This study investigated preservice teachers' perceived learning experience in iPad-enhanced, collaborative learning environments. Three variables, including sense of community, perceived collaborative learning, and iPad self-efficacy, and their correlations with perceived learning experience were examined. The participants were 67 preservice…

Interactive simulations allow preservice teachers to connect education theory and pedagogy in scaffolded environments. We created digital simulations with scenarios from in-person simulations and used them to prepare novice teachers for conversations with parents. Using a design-based approach we implemented the simulations in an education class,…

This article describes findings from a faculty-in-residence program at a Southern middle school in the United States. The goal of the school-university partnership was to increase digital media and learning (DML) integration in classrooms and provide the university with contextualized experiences to strengthen its teacher education programs.…

This article examines preservice teachers' understandings and beliefs about literacy in the 21st century specifically at the beginning of their teacher education program. In particular, the authors explored preservice teachers' responses to the first assignment of their foundations literacy course for evidence of their emerging beliefs and…

Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…

This study explores the experiences of elementary education teacher candidates in a Professional Development School Partnership that included a 1:1 iPad initiative. The teacher candidates in the year-long cohort were each given their own iPad to use in their coursework and field experience. Observation, survey, and interview data were collected to…

We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were…