Search results for author:"Daniel G. Krutka"
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Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2190–2200
In this paper, the author reviews the history of the #sschat network, an informal and organic professional development community that emerged on Twitter in 2010 and has grown beyond solely that medium and shifted ever since. The author has served as ...
Topics: social studies education
Social Education Vol. 78, No. 2 (2014) pp. 86–89
Waves of revolutionary actions beginning in late 2010 led to the downfall of dictatorial leaders who had been entrenched in the Arab world for decades. Everyday citizens used social media services to coordinate, communicate, expose, and respond to...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1674–1678
The rise of social media has influenced many aspects of society, including education. As teachers, part of our work is to prepare students to navigate the digital terrain themselves so that they become proficient in leveraging the affordances of...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 73, No. 1 (July 2018) pp. 109–119
With social media access nearly ubiquitous, teachers and students must explore how to mitigate distractions and unhealthy uses. In this mixed methods study, the authors invited 60 pre-service teachers across two universities to cultivate mindfulness ...
Should We Ask Students to Tweet? Perceptions, Patterns, and Problems of Assigned Social Media Participation
Contemporary Issues in Technology and Teacher Education Vol. 20, No. 1 (March 2020) pp. 142–175
Teacher educators have increasingly integrated social media into their education courses with aims including improving instruction and preparing students for a connected world. In this study, the authors sought to better understand the...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 532–535
Many faculty members in higher education have turned to professional learning networks (PLNs) to take advantage of reduced temporal and spatial constraints in an effort to engage with colleagues. While we know that professors have cultivated PLNs,...
Professional Development in Education Vol. 41, No. 4 (2015) pp. 707–728
Traditional, top-down professional development (PD) can render teachers mere implementers of the ideas of others, but there is some hope that the participatory nature of social media such as Twitter might support more grassroots PD. To better...
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 1 (March 2016) pp. 38–59
The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning ...
Journal of Research on Technology in Education Vol. 46, No. 4 (2014) pp. 414–434
While the microblogging service Twitter is increasingly popular among educators and offers numerous affordances for learning, its relationship with formal education systems remains complicated by generally ambivalent educator attitudes and...
Journal of Social Studies Education Research Vol. 7, No. 2 (2016) pp. 109–136
Videoconferencing activities hold particular promise for social studies educators hoping to mediate humanizing experiences that will help students grow as citizens of the world. In this paper, we review literature on videoconferencing for global...
Kappa Delta Pi Record Vol. 52, No. 1 (2016) pp. 6–10
While most young people regularly consume and produce social media content, many schools focus on what students should not do with these technologies rather than address what students and teachers can do. The authors share ways that some educators...
From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form
Journal of Technology and Teacher Education Vol. 22, No. 4 (October 2014) pp. 401–421
In efforts to promote a more learner-centered approach to supervision, faculty members at a Midwestern U.S. university piloted a new digital classroom observation form. Participants included middle/secondary teacher candidates (N=28) in their final...
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 379–391
Teacher activism is increasingly occurring in online spaces, but the implications for educators are unclear. The authors use the recent Oklahoma Teachers Walkout and the active #OklaEd network to offer an illustrative example of the power and...
Educational Media International Vol. 55, No. 2 (2018) pp. 137–152
Leaders in education are often the sole person in their particular role in a school, and have thus frequently struggled with professional isolation. In recent years, social media tools such as Facebook and Twitter have created new opportunities for...
Journal of Technology and Teacher Education Vol. 28, No. 2 (2020) pp. 151–159
The coronavirus pandemic has upended educators’ lives and work in many ways. Many educators turned to social media spaces, such as Twitter, to navigate the transition to remote life and teaching. For this study, we examined two popular hashtags - ...
Towards a Social Media Pedagogy: Successes and Shortcomings in Educative Uses of Twitter with Teacher Candidates
Journal of Technology and Teacher Education Vol. 25, No. 2 (April 2017) pp. 215–240
While social media use has become nearly ubiquitous, there have been few efforts to study how teacher educators prepare their students to responsibly use and teach about social media. This study analyzes 71 students’ survey data, reflections, and...
Computers & Education Vol. 102, No. 1 (November 2016) pp. 15–34
In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is ...
Learning, Media and Technology Vol. 43, No. 3 (2018) pp. 307–325
This study utilizes public data mining to explore participation divides of all available K-12 institutional Twitter accounts in the U.S. (n = 8275 accounts, n = 9,216,853 tweets). Results indicated that U.S. schools used Twitter to broadcast...
Contemporary Issues in Technology and Teacher Education Vol. 20, No. 1 (March 2020) pp. 108–120
In schools and society, technology has often been viewed as a vehicle for social progress. However, the authors argue that technologies are not neutral and neither are the societies to which they are introduced. Social studies teacher educators...
Journal of Technology and Teacher Education Vol. 27, No. 4 (October 2019) pp. 555–574
The Teacher Educator Technology Competencies (TETCs) were created to help all teacher educators support teacher candidates as they prepare to become technology-using teachers. The TETCs largely focus on teaching with technology. However, one of the...
Internet and Higher Education Vol. 35, No. 1 (October 2017) pp. 1–11
Many faculty and staff in higher education have turned to digitally-enhanced professional learning networks (PLNs) as a means for situated learning that can help them grow in their various professional responsibilities. However, there is scant...
Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 40, No. 1 (May 2014) pp. 83–93
Reflection is a cornerstone of most teacher education programs, but common practices have long been individualistic and this has become increasingly evident in an era when young people are participating in online cultures more than ever. Informal...
SITE Interactive Vol. 2020, No. 1 (Oct 26, 2020) pp. 90–93
This session poses the question, How can we advance just technology integration? We consider both the non-neutrality of technology, and the non-neutrality of the societies to which technologies are introduced. We wonder whether framing justice as...
Topics: Equity & Social Justice
Fostering New Research following the Teacher Educator Technology Competencies (TETCs): Research from the JTATE Special Issue, Preparing All Teacher Educators to Support Teacher Candidates' Integration of Technology
Teresa S. Foulger; Kevin J. Graziano; Denise A. Schmidt-Crawford; David A. Slykhuis; Yeng L. Chang; Rhonda Christensen; Deborah R. Dillon; Marie K. Heath; Gerald Knezek; Daniel G. Krutka; Andrea H. Parrish; William A. Sadera; Amanda Thomas
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 425–432
The National Educational Technology Plan claims that teacher educators are often not equipped to do their part to prepare teacher candidates to graduate as proficient users of technology for teaching and learning (U.S. Department of Education,...