Journal of Technology and Teacher Education
December 2021 Volume 29, Number 4
Editors
Richard Hartshorne
Table of Contents
Number of articles: 5
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Editorial: Submissions and Publication Data from the 2020 Volume of the Journal of Technology and Teacher Education & What We Learned about Technology and Teacher Education in 2021
Richard Hartshorne, University of Central Florida, United States; Allison Kibbey, Orange County Public Schools, United States
In recent years, the Journal of Technology and Teacher Education (JTATE) has included two editorials each year. In the second issue each year, an editorial is included to provide an overview of... More
pp. 453-469
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Multimodal Assessment and the New Paradigm: An Autoethnographic Reflection on Teacher Education
Stefani Boutelier, Aquinas College, United States; Clarice Moran, Appalachian State University, United States; Sunshine Sullivan, Houghton College, United States; Katie Rybakova, Thomas College, United States; Nicole Damico, University of Central Florida, United States; Suzanne Null, Fort Lewis College, United States
This article describes an innovative process in which teacher educators engaged in collaborative reflection and analysis of multimodal assessments. Through an organically designed method termed... More
pp. 471-495
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From Professional Development to Pedagogy: Examining How Computer Science Teachers Conceptualize and Apply Culturally Responsive Pedagogy
Diane Codding, Northwestern University, United States; Bataul Alkhateeb, Chrystalla Mouza & Lori Pollock, University of Delaware, United States
The field of computer science continues to lack diverse representation from women and racially minoritized individuals. One way to address the discrepancies in representation is through systematic ... More
pp. 497-532
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Visual Literacy in Teacher Education: Examining the Complexity of Online Images for Instructional and Personal Purposes
Matthew Korona & Dawn Hathaway, George Mason University, United States
Although students and adults alike are constantly exposed to visuals both online and offline, merely being exposed to visuals does not guarantee visual literacy (Kedra & Zakeviciute, 2019). This... More
pp. 533-557
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Using Communities of Practice to Facilitate Technology Integration Among K-12 Educators: A Qualitative Meta-Synthesis
Cameron Smith, University of Ottawa, Canada; Sandra Becker, University of Calgary, Canada
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’... More
pp. 559-583
