Journal of Technology and Teacher Education
August 2022 Volume 30, Number 2
Editors
Chrystalla Mouza; Richard Hartshorne; Emily Baumgartner; Regina Kaplan-Rakowski
Table of Contents
Number of articles: 16
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Special Issue Editorial: A 2025 Vision for Technology and Teacher Education
Chrystalla Mouza, University of Delaware, United States; Richard Hartshorne, University of Central Florida, United States; Emily Baumgartner, Ohio Northern University, United States; Regina Kaplan-Rakowski, University of North Texas, United States
There is little question that the COVID-19 pandemic has had significant and multifaceted impacts on teacher education. More specifically, the pandemic highlighted the emergence of new contexts for ... More
pp. 107-115
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The Coming Sea-Change in Teacher Education
Chris Dede, Harvard University, United States
All stakeholders in schooling, including teacher educators, are slowly realizing that the pandemic has created a sea-change rather than a temporary discontinuity. The pandemic-as-endemic world is... More
pp. 117-125
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New Context, New Teachers, and New Teacher Education
Yong Zhao, University of Kansas, United States
This article discusses the changing context of education brought about by technology and the COVID pandemic and its implications for teachers and teacher education. Specifically, the article argues... More
pp. 127-133
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Digital Rural Community Walks: Building Preservice Teachers’ Rural Engagement through Technology Integration
Nicholas Lux, Jayne Downey, Jennifer Luebeck & Joe Hicks, Montana State University, United States
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 it... More
pp. 135-143
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Looking to the Future from the Present: A Call for Well-being and Mindfulness in Education
Danah Henriksen, Natalie Gruber & Lauren Woo, Arizona State University, United States
This article calls for a focus on well-being and mental/emotional health in teacher education programs—driven by two important, accelerating societal and educational trends: an influx of digitally-... More
pp. 145-154
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Educators Engaging in Online Educational Marketplaces: A Vision for Teacher Education to Prepare Critical Consumers, Careful Creators, and Discerning Professionals
Catharyn Shelton, Northern Arizona University, United States; Leanna Archambault, Arizona State University, United States
Online teacherpreneurship occurs via popular online educational marketplaces, such as Teacherspayteachers.com (TpT), whereby teachers purchase, sell, and exchange curricular materials created by... More
pp. 155-166
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Critical Media Literacy in Teacher Education: Discerning Truth Amidst a Crisis of Misinformation and Disinformation
Torrey Trust, Robert Maloy, Allison Butler & Lauren Goodman, University of Massachusetts Amherst, United States
Teacher educators, teachers, and K-12 learners today are immersed in multiple media environments, some of which are beset with dangerous information and deliberate falsehoods. In the age of... More
pp. 167-176
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Design Guidelines for Post-COVID Era Preparation Programs: Action Steps Toward Technology Infusion
Debra R. Sprague, George Mason University, United States; Jo Williamson, Kennesaw State University, United States; Teresa S. Foulger, Arizona State University, United States
In this post-pandemic era, a P12 education system void of technology-able educators is unimaginable. Technology infusion is a program-deep, program-wide approach that some colleges of education are... More
pp. 177-187
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Teaching with, about, and through technology: Visions for the future of teacher education
Aman Yadav & Michael Lachney, Michigan State University, United States
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... More
pp. 189-200
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A 2025 Vision for Building Access to K-12 Online and Blended Learning in Pre-service Teacher Education
Charles B. Hodges, Georgia Southern University, United States; Michael Barbour, Touro University California, United States; Richard E. Ferdig, Kent State University, United States
In this paper the authors present a vision that by 2025 all teacher education programs will prepare teacher candidates with the knowledge, skills, and experience necessary to be successful teaching... More
pp. 201-216
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Teaching Drills: Advancing Practice-Based Teacher Education through Short, Low-Stakes, High-Frequency Practice
Justin Reich, MIT, United States
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... More
pp. 217-228
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Toward a Civics of Technology
Daniel G. Krutka, University of North Texas, United States; Marie K. Heath, Loyola University Maryland, United States; Ryan M. Smits, University of North Texas, United States
Teacher educators often encourage technology integration as a means to improve education. However, the COVID-19 pandemic highlighted the acceleration of more invasive technologies offering quick ... More
pp. 229-237
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Using the COVID-19 Pandemic to Create a Vision for XR-based Teacher Education Field Experiences
Richard E. Ferdig, Karl W. Kosko & Enrico Gandolfi, Kent State University, United States
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... More
pp. 239-252
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Leveraging Eye Tracking Technology to Improve Teacher Education
Jiahui Wang, Kent State University, United States
Teacher educators use various measures to gauge pre-service teachers’ knowledge, skills, and attitudes, including behavioral measures, self-report questionnaires, and interviews. These measures... More
pp. 253-264
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Maker Education Infusion in Educator Preparation Programs: A 2025 Vision for Technology and Teacher Education
Yi Jin & Jason R. Harron, Kennesaw State University, United States
Before the COVID-19 pandemic, some teacher education programs started maker education initiatives to integrate the tools, practices, and mindset of the maker movement into their curricula. These... More
pp. 265-274
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Promoting Interdisciplinary Integration of Cybersecurity Knowledge, Skills and Career Awareness in Preservice Teacher Education
Kara Dawson, Pavlo Antonenko, Zhen Xu, Christine Wusylko & Do Hyong Koh, UNIVERSITY OF FLORIDA, United States
K-12 teachers and students are vulnerable to cybersecurity attacks and mostly ill-prepared to deal with them. The COVID-19 pandemic has only increased these risks because of the reliance on digital... More
pp. 275-287
