Journal of Technology and Teacher Education
April 2011 Volume 19, Number 2
Editors
Richard Hartshorne
Table of Contents
Number of articles: 5
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An IRT Analysis of Preservice Teacher Self-efficacy in Technology Integration
Jeremy Browne, The College at Brockport: The State University of New York, United States
Abstract: The need for rigorously developed measures of preservice teacher traits regarding technology integration training has been acknowledged (Kay 2006), but such instruments are still... More
pp. 123-140
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Effectiveness and impact of technology-enabled project-based learning with the use of process prompts in teacher education
Ching-Huei Chen, National Changhua University of Education, Taiwan; Lim-Ha Chan, Wenzao Ursuline College of Languages, Taiwan
This study investigated the effectiveness and impacts of process prompts on students’ learning and computer self-efficacy within the technology-enabled project-based learning (PBL) context in an... More
pp. 141-167
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Enhancing Lesson Planning and Quality of Classroom Life: A Study of Mathematics Student Teachers' Use of Technology
Virginia Fraser, Joe Garofalo & Nicole Juersivich, University of Virginia, United States
In this paper, we report on (1) how preservice secondary mathematics teachers (PSMTs), who had experiences doing and practice-teaching mathematics in a technology-rich environment, subsequently... More
pp. 169-188
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Supporting Preservice Teacher Inquiry with Electronic Portfolios
Craig Shepherd, The University of Wyoming, United States; Michael Hannafin, The University of Georgia, United States
Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Inquiry into these... More
pp. 189-207
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Identifying Evidence of Reflective Ability in Preservice Teacher Electronic Portfolios
James Sulzen, PSD Solutions, United States
Results of this study identified evidence markers that characterize reflection in preservice teacher electronic portfolios. Examples of such markers include openness to self-learning, willingness... More
pp. 209-237