Journal of Technology and Teacher Education
October 2016 Volume 24, Number 4
Editors
Richard Hartshorne
Table of Contents
Number of articles: 5
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Editorial: What we learned about Technology and Teacher Education in 2016
Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States
In the twenty-fourth volume of the Journal of Technology and Teacher Education, we published sixteen peer-reviewed articles in four issues. These papers examined topics such as teacher engagement... More
pp. 373-382
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Developing Global Competencies of U.S. and Hong Kong Students Through Asynchronous Cross-national Online Discussions
Nannette Commander, Georgia State University, United States; Kelly Y. L. Ku, Hong Kong Baptist University, Hong Kong; Carol Ashong & Peggy Gallagher, Georgia State University, United States; Lisa Deng & Sandy Li, Hong Kong Baptist University, Hong Kong
International activities in higher education are increasing as faculty prepare students to interact with others from different cultural backgrounds. Although exposure to different cultures is... More
pp. 383-413
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Preservice Teacher Mobile Investigation and Interpretation of Everyday Mathematics Across Settings
Jeremiah Kalir, University of Colorado Denver, United States
This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning ... More
pp. 415-442
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Measuring and Supporting Pre-Service Teachers' Self-Efficacy towards Computers, Teaching, and Technology Integration
Carita Kiili & Merja Kauppinen, University of Jyvaskyla, Finland; Julie Coiro, University of Rhode Island, United States; Jukka Utriainen, University of Jyvaskyla, Finland
This paper reports on two studies designed to examine pre-service teachers’ self-efficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire... More
pp. 443-469
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Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers
Sule Yilmaz Ozden & Chrystalla Mouza, University of Delaware, United States; Valerie Harlow Shinas, Lesley University, United States
The purpose of this quantitative study was to develop and test a survey instrument to measure pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) framed by a transformative... More
pp. 471-499