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Journal of Technology and Teacher Education

December 2021 Volume 29, Number 4

Editors

Richard Hartshorne

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Table of Contents

Number of articles: 5

  1. Editorial: Submissions and Publication Data from the 2020 Volume of the Journal of Technology and Teacher Education & What We Learned about Technology and Teacher Education in 2021

    Richard Hartshorne, University of Central Florida, United States; Allison Kibbey, Orange County Public Schools, United States

    In recent years, the Journal of Technology and Teacher Education (JTATE) has included two editorials each year. In the second issue each year, an editorial is included to provide an overview of... More

    pp. 453-469

  2. Multimodal Assessment and the New Paradigm: An Autoethnographic Reflection on Teacher Education

    Stefani Boutelier, Aquinas College, United States; Clarice Moran, Appalachian State University, United States; Sunshine Sullivan, Houghton College, United States; Katie Rybakova, Thomas College, United States; Nicole Damico, University of Central Florida, United States; Suzanne Null, Fort Lewis College, United States

    This article describes an innovative process in which teacher educators engaged in collaborative reflection and analysis of multimodal assessments. Through an organically designed method termed... More

    pp. 471-495

  3. From Professional Development to Pedagogy: Examining How Computer Science Teachers Conceptualize and Apply Culturally Responsive Pedagogy

    Diane Codding, Northwestern University, United States; Bataul Alkhateeb, Chrystalla Mouza & Lori Pollock, University of Delaware, United States

    The field of computer science continues to lack diverse representation from women and racially minoritized individuals. One way to address the discrepancies in representation is through systematic ... More

    pp. 497-532

  4. Visual Literacy in Teacher Education: Examining the Complexity of Online Images for Instructional and Personal Purposes

    Although students and adults alike are constantly exposed to visuals both online and offline, merely being exposed to visuals does not guarantee visual literacy (Kedra & Zakeviciute, 2019). This... More

    pp. 533-557

  5. Communities of Practice to Facilitate Technology Integration Among K-12 Educators: A Qualitative Meta-Synthesis

    As both educational technology and Communities of Practice (CoPs) have become more established in schools globally, it is unsurprising that they have been employed together to improve teachers’... More

    pp. 559-583