Search results for author:"Teresa S. Foulger"
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Facilitating a community of practice to encourage organizational leadership: The journey of a professional developer
Teresa S. Foulger
Facilitating a community@of@practice to encourage organizational@leadership: The journey of a professional@developer (2004) pp. 1–208
This study explored the process of professional development involving five teacher participants working as a community of practice (CoP) in collaboration with a professional developer (the researcher). Of specific focus were factors related to the...
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Enhancing the Writing Development of English Language Learners: Teacher Perceptions of Common Technology in Project-Based Learning
Teresa S. Foulger; Margarita Jimenez-Silva
Journal of Research in Childhood Education Vol. 22, No. 2 (2007) pp. 109–124
Results from this study suggest teachers believe technology may provide English language learners (ELLs) an advantage in developing writing skills. Using a theoretical framework by Hadaway, Vardell, and Young (2002) citing seven teacher practices...
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Ten Tips for Involving Families through Internet-Based Communication
Sascha Mitchell; Teresa S. Foulger; Keith Wetzel
Young Children Vol. 64, No. 5 (September 2009) pp. 46–49
The research is clear that a family's involvement in their child's early education improves outcomes in areas such as the child's language, self-help, social, and motor skills. The more frequent the contact between home and school, the more the...
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Filling the Gap with Technology Innovations: Standards, Curriculum, Collaboration, Success!
Mia Kim Williams; Teresa S. Foulger
Journal of Computing in Teacher Education Vol. 23, No. 3 (2007) pp. 107–114
Filling the Gap with Innovations is a study of a higher education professional development model used to infuse a teacher education program with technology innovations in order to address curriculum gaps. Professional educators at the university...
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Students' Roles in Exposing Growing Pains: Using the "Dean's Concerns" to Refine Hybrid Instruction
Teresa S. Foulger; Audrey Amrein-Beardsley; Meredith J. Toth
International Journal of Teaching and Learning in Higher Education Vol. 23, No. 2 (2011) pp. 150–165
This study was instigated when 12 teacher education students expressed four concerns about their hybrid courses (part online, part face-to-face) to the college dean. In an effort gain the perspective of the broader population of students so...
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Examining the Development of a Hybrid Degree Program: Using Student and Instructor Data to Inform Decision-Making
Audrey Amrein-Beardsley; Teresa S. Foulger; Meredith Toth
Journal of Research on Technology in Education Vol. 39, No. 4 (2007) pp. 331–357
This paper investigates the questions and considerations that should be discussed by administrators, faculty, and support staff when designing, developing and offering a hybrid (part online, part face-to-face) degree program. Using two Web...
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Post-Implementation Insights about a Hybrid Degree Program
Meredith Toth; Teresa S. Foulger; Audrey Amrein-Beardsley
TechTrends: Linking Research and Practice to Improve Learning Vol. 52, No. 3 (June 2008) pp. 76–80
Researchers and practitioners in the field of online learning continue to debate how to best leverage the convenience of online delivery while maintaining or increasing the quality and effectiveness of course content and delivery. While students...
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Preparing Teachers to Integrate Technology into K-12 Instruction II: Examining the Effects of Technology-Infused Methods Courses and Student Teaching
Ray R. Buss; Teresa S. Foulger; Keith Wetzel; LeeAnn Lindsey
Journal of Digital Learning in Teacher Education Vol. 34, No. 3 (2018) pp. 134–150
In a 2-year longitudinal study, we examined the effectiveness of a new technology-infused approach for teaching technology integration (TI) skills to teacher candidates. In the new approach, we infused learning to teach with technology into program...
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The Evolution of the Required Educational Technology Course
Keith Wetzel; Teresa S. Foulger; Mia Kim Williams
Journal of Computing in Teacher Education Vol. 25, No. 2 (2009) pp. 67–71
University instructors discuss a required educational technology course in a teacher education program and the impact of two forces: (a) Technological Pedagogical and Content Knowledge, commonly known as TPACK (Misha & Koelher, 2006), and (b) action ...
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We Innovate: The Role of Collaboration in Exploring New Technologies
Teresa S. Foulger; Mia Kim Williams; Keith Wetzel
International Journal of Teaching and Learning in Higher Education Vol. 20, No. 1 (2008) pp. 28–38
Pre-service teachers faced an old problem with new possible solutions by working collaboratively to learn new technologies and changed the way they react to new tools. This approach required students to explore technologies independent of...
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Preservice Teacher Education Benchmarking a Standalone Ed Tech Course in Preparation for Change
Teresa S. Foulger; Ray R. Buss; Keith Wetzel; LeeAnn Lindsey
Journal of Digital Learning in Teacher Education Vol. 29, No. 2 (2013) pp. 48–58
In an effort to reform a teacher education program by strengthening content-area preparation and adding opportunities to practice by extending the time for student teaching, Arizona State University's Mary Lou Fulton Teachers College eliminated a...
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Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools
Leanna Archambault; Keith Wetzel; Teresa S. Foulger; Mia Kim Williams
Journal of Digital Learning in Teacher Education Vol. 27, No. 1 (2010) pp. 4–11
This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University's College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies...
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Applying the Teacher Educator Technology Competencies
David A. Slykhuis; Teresa S. Foulger; Kevin J. Graziano; Denise A. Schmidt-Crawford
Society for Information Technology & Teacher Education International Conference Vol. 2019, No. 1 (2019)
The National Educational Technology Plan (2016), charges teacher preparation programs with addressing educational technology in a program-deep and program-wide fashion with the claim that new teachers should be “prepared to teach with technology...
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Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking
Teresa S. Foulger; Ann Dutton Ewbank; Adam Kay; Sharon Osborn Popp; Heather Lynn Carter
Journal of Research on Technology in Education Vol. 42, No. 1 (2009) pp. 1–28
MySpace and Facebook are innovative digital communication tools that surpass traditional means of social interaction. However, in some instances in which educators have used these tools, public reactions to them have resulted in sanctions. With the...
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Invited Panel: 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. Change; Rhonda Christensen; Deborah R. Dillon; Andrea Parrish
SITE 2020--Society for Information Technology & Teacher Education International Conference Vol. 2020, No. 1 (2020)
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 & learning (U.S. Department of Education, Office...