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Showing 1 to 15 of 19 results Save | Export
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Wang, Wei; Schmidt-Crawford, Denise; Jin, Yi – Journal of Digital Learning in Teacher Education, 2018
Building upon Shulman's pedagogical content knowledge and other prior research studies, Mishra and Koehler explicitly designed the TPACK framework, which includes technology as a third domain of knowledge, along with content and pedagogy. This literature review examines preservice teachers' TPACK development organized around five different…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Preservice Teachers, Self Evaluation (Individuals)
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Lohnes Watulak, Sarah – Journal of Digital Learning in Teacher Education, 2018
Preparing future teachers to integrate technology into their teaching in ways that support transformative student learning is a priority for teacher preparation programs in the United States. However, technology instruction often focuses on functional technology skills, leading to ineffective future technology integration. This study examined two…
Descriptors: Educational Technology, Preservice Teachers, Preservice Teacher Education, Technology Integration
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Hoffman, Emily Brown – Journal of Digital Learning in Teacher Education, 2018
This article introduces a new method of multimodal discourse analysis to study synchronous online learning through using screen-captured digital video as the data source. This new methodology is applicable to researchers and educators interested in using video files as a foundation to map out the interactions of the multiple semiotic modes used in…
Descriptors: Discourse Analysis, Synchronous Communication, Online Courses, Evaluation Methods
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Chaaban, Youmen; Moloney, Robyn – Journal of Digital Learning in Teacher Education, 2016
The purpose of this study is to explore Lebanese teachers' perceptions of the factors determining their integration of technology into literacy classrooms. A quantitative survey examining literacy teachers' individual characteristics and their perceptions of contextual factors was conducted at Lebanese schools. The survey collected data on the…
Descriptors: Foreign Countries, Student Teacher Attitudes, Technology Integration, Literacy Education
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Stover, Katie; Yearta, Lindsay; Harris, Caroline – Journal of Digital Learning in Teacher Education, 2016
This study explored how preservice teachers' knowledge and pedagogy is enhanced through participation of online book clubs with third graders. Qualitative data included pre/post interviews, reflection papers, and blog posts of book club conversations, which were all collected and analyzed. Holistic, in-depth exploration of the recurring themes and…
Descriptors: Experiential Learning, Preservice Teachers, Preservice Teacher Education, Clubs
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Dooley, Caitlin McMunn; Lewis Ellison, Tisha; Welch, Meghan M.; Allen, Mindy; Bauer, Dennis – Journal of Digital Learning in Teacher Education, 2016
This qualitative participatory action research study provides two case studies to demonstrate how teachers in Grades 4 and 6 integrated digital tools into everyday, content-focused classroom instruction. The study demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to…
Descriptors: Technology Integration, Action Research, Participatory Research, Qualitative Research
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Burke, Diane M.; Foulger, Teresa S. – Journal of Digital Learning in Teacher Education, 2014
Access to and use of mobile technologies are growing exponentially. The authors of this study identified four schools of education in the United States that self-identified as having a fully implemented curriculum for teachers on mobile technology use in PK-12 classrooms. In-depth interviews were conducted with a representative from each…
Descriptors: Electronic Learning, Teacher Education, Teacher Education Programs, Private Colleges
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Jahnke, Isa; Kumar, Swapna – Journal of Digital Learning in Teacher Education, 2014
This research presents five examples of how teachers integrated iPads into their classrooms, as part of a larger study of 15 Danish classrooms. Classroom observations and interviews with teachers revealed the use of multiple apps and a focus on creativity, production, and collaboration in the learning process. We discuss the results in the context…
Descriptors: Technology Integration, Handheld Devices, Classroom Techniques, Classroom Observation Techniques
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Bang, EunJin; Luft, Julie A. – Journal of Digital Learning in Teacher Education, 2013
This study examined the technology use of beginning secondary science teachers and explored factors facilitating or inhibiting their use of technology. The researchers collected and analyzed interviews and observational data from 95 teachers over a 5-year period. The results show that teachers used PowerPoint the most and other software the least…
Descriptors: Technology Uses in Education, Secondary School Teachers, Secondary School Science, Classroom Environment
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Schrum, Lynne; Levin, Barbara B. – Journal of Digital Learning in Teacher Education, 2013
In this paper, we argue that teachers have an opportunity to take on leadership roles in technology-rich schools and districts. Based on data collected during a year-long project to investigate award-winning schools and districts, we used observations, interviews and focus groups, and document analysis to glean lessons learned from leaders and…
Descriptors: Effective Schools Research, Teacher Leadership, Observation, Interviews
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Antonenko, Pavlo D. – Journal of Digital Learning in Teacher Education, 2013
This study investigated changes in inservice teachers' technological pedagogical content knowledge and technology integration self-efficacy as a result of engaging in collaborative instructional design with Web 2.0 tools. We collected survey and interview data in the pre/post format, and teaching portfolios served to triangulate survey and…
Descriptors: Inservice Teacher Education, Instructional Design, Technological Literacy, Pedagogical Content Knowledge
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Bates, C. C.; Martin, Aqueasha – Journal of Digital Learning in Teacher Education, 2013
This article examines literacy coaches' (n = 7) digital note-taking practices using mobile technology and their influence on reflective practice. The study, which employed a design-based approach, investigated the coaches' transition from note-taking by paper and pencil to the note-taking application Evernote. Data included interviews with the…
Descriptors: Coaching (Performance), Literacy, Technology Uses in Education, Handheld Devices
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Lu, Liangyue; Lei, Jing – Journal of Digital Learning in Teacher Education, 2012
To help preservice teachers learn about teaching with technology--specifically, technological pedagogical content knowledge (TPACK)--the researchers designed and implemented a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling in this study. Using qualitative research methods, the researchers investigated…
Descriptors: Educational Technology, Research Methodology, Modeling (Psychology), Technology Integration
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Wetzel, Keith; Marshall, Summer – Journal of Digital Learning in Teacher Education, 2012
This is a qualitative study addressing the question: In what ways does a sixth grade middle school teacher show evidence of behaviors that fit the Technological Pedagogical Content Knowledge (TPACK) framework in the classroom? The researcher observed in this class, interviewed the teacher, and looked for evidence of the interplay between…
Descriptors: Evidence, Classroom Techniques, Student Projects, Observation
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Sutton, Susan R. – Journal of Digital Learning in Teacher Education, 2011
The researcher designed this qualitative study to identify and explore the preservice technology training experiences of novice teachers and examine their perceptions of how well their teacher preparation program equipped them with the knowledge and skills necessary to fulfill the National Educational Technology Standards for Teachers (NETS.T).…
Descriptors: Interviews, Educational Technology, Teacher Attitudes, Novices
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