This article outlines how research, theory, and policy are converging toward a shift in preservice teacher technology preparation and offers "Technology Infusion" as a promising new paradigm. In technology-infused programs, preparation strategies extend beyond the stand-alone technology course to help novice teachers develop digital-age…

This study examined changes in Pre-service teachers' (PSTs) Technological Pedagogical Content Knowledge (TPACK) and self-perceived stage of adoption (SOA) of technology as PSTs progressed through an online summer educational technology course. The longitudinal study was guided by the following research questions: 1) How did PSTs' externally…

Immersive 360 videos are increasingly being used in pre-service teachers (PST) education. There is preliminary evidence that this technology may benefit future educators' focus and attention to classroom settings and events. However, more analytical efforts are needed to better understand its potential impact on reported focus of attention (RFA)…

One university physical education teacher education (PETE) program's curricular modifications were examined following a sudden shift to online classes, brought about by the COVID-19 pandemic. Perceptions of these modifications were investigated, as well. Eight members of a PETE community participated in semi-structured interviews. This included…

Great teachers know that learning requires practice. Ironically, when teachers learn, they listen to people talk about teaching, and sometimes they talk with others about teaching, but they very rarely do teaching. Novice teachers need many more and much better opportunities to practice their new craft, especially in short, high-frequency,…

The shift to emergency remote teaching in the face of the COVID-19 pandemic suggests that we need new pre-service interventions in supporting teachers' dynamic and flexible uses and knowledge of technology. In this paper, we argue for the need to do this in teacher preparation programs and the importance of developing pre-service teachers'…

If there was a bright side to the COVID-19 pandemic, particularly related to education, it was the massive and rapid introduction of educational technologies to scaffold teaching and learning. Most notably, within teacher education, this included extended reality (XR) technologies to supplement or replace face-to-face field experiences. With the…

Rural communities around the United States are facing a critical shortage of teachers due largely to challenges with recruitment and retention. Our vision for responding to this growing crisis is to consider how technology-rich early rural field experiences that emphasize "place-attentive" technology integration can build preservice…

This study utilized Q methodology to examine non-educational technology teacher education faculty perspectives on the challenge of technology infusion within teacher education. We sought faculty perspectives on how technology influences learning, faculty confidence in preparing candidates to use technology, program design for technology…

As both educational technology and Communities of Practice (CoPs) have become more established in schools globally, it is unsurprising that they have been employed together to improve teachers' practice. The creation of collaborative professional learning groups to support the use of educational technology in the classroom has been explored in…

The unforeseen school closures in response to COVID-19 have brought unique challenges to teachers, who were required to not only flexibly shift between on- and off-line learning but also safely promote student-centered and collaborative learning in socially distanced remote and on-campus classrooms. Teachers in South Korea, one of the first…

For this study, Mursion TeachLivE™ simulation afforded virtual microteaching opportunities for elementary prospective teachers (PTs) enrolled in online mathematics method courses over two years. We assert that virtual microteaching (i.e., leading student-centered discussion after problem solving) using customized Mursion simulation coupled with…

Due to the social distancing requirements in response to the 2020 COVID-19 pandemic, K-12 students moved to online education. Because of the limited online teaching resources accessible to Deaf/Hard of Hearing (DHH) students, the authors have developed a YouTube channel that focuses on providing instructional videos that present different…

COVID-19 changed not only the way we live but also the way we teach and prepare pre-service teachers. The purpose of this paper is to describe the shift from a conventional STEM fair to an online teaching environment prepared by elementary pre-service teachers after the closure of the educational system in Cyprus as of March 2020. We describe a…

In the COVID-19 shift to online education, many educators have sought out video conference technologies (such as Zoom) aiming to replicate traditional classrooms online. At face value, synchronous video appears to offer more immediate replicability of existing f2f synchronous teaching than asynchronous modalities. However, moving pedagogy from one…