In this article, the authors discuss technology integration curriculum in teacher preparation programs, focusing on key elements of both the curriculum and curriculum development process. Specifically, they highlight the need to develop a coherent teacher preparation program founded on shared values and practices and responsive to change. When…

Power, privilege, and prejudice are embedded within technologies. While technologies can be designed and used for democratization and empowerment, they can also be used to undermine the foundations of democracy in a variety of ways. Using a conceptual framework of technologically embedded injustice, the authors engaged in a theoretical analysis of…

Although instruction related to learning management systems and other educational applications in teacher education programs has increased, the potential of geospatial technologies has yet to be widely explored and considered in the teacher education literature, despite its ability to function as an engaging pedagogical tool with teacher…

Using the of Humans of New York photoblog concept, the exemplar lesson plan described in this article incorporated technology and the replacement, amplification, and transformation framework to modify a traditional social studies lesson on the American Civil War into an engaging and inquiry-based lesson. Students researched individuals who lived…

For decades, educators have hoped to integrate geospatial tools into K-12 classrooms but struggled with barriers of time, technology, and curriculum alignment. The authors formed a design partnership with ninth-grade science and social studies teachers in an urban high school in order to conduct teacher professional development while also…

More than 15 years ago, Martorella (1997) asked what has now become a seminal question in the field of social studies and technology; that is, "Which way to the sleeping giant?" (p. 511). He suggested a number of roles that technology can play in the social studies classroom. Although these roles are certainly relevant in 2014, the roles…

The emphasis on technology in preservice teacher education has become more important with the introduction of new standards from the Council for the Accreditation of Educator Preparation (2013). Despite continual efforts by teacher education programs, many social studies classroom teachers still do not effectively integrate technology into their…

In this article the authors present Five-Picture Charades, an instructional activity designed to introduce preservice and in-service teachers to the technical and pedagogical uses of digital images in the classroom. Because digital images can be repurposed into several different types of digital media projects, Five-Picture Charades is described…

Through the use of Web 2.0 technologies the production and distribution of professional digital video content for use in teacher education has become more prevalent. As teachers look to learn from and interact with this video content, they need explicit support to help draw their attention to specific pedagogical strategies and reduce cognitive…

Preparing preservice teachers to use technology appropriately in mathematics instruction is an important objective of mathematics teacher preparation programs. At Utah State University, this objective is addressed in a combined capstone mathematics and technology course. In this course, preservice teachers learn technology skills as they…

Teacher educators are constantly revisiting and revising their teacher education programs. Historically, research, educational policy, and accreditation requirements have been the impetus for renewal in teacher education. For the past 20 years, technology innovation has played an increasingly significant role in rethinking teacher education. This…

Online learning and teaching is rapidly increasing in many countries, including high schools in the USA and teacher education worldwide. Online and blended approaches to professional and organizational development are, therefore, becoming essential to enable effective and equitable education. Authentic project-based learning to support the…

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's construct of pedagogical content knowledge (PCK) to include technology knowledge. The…

Although the term data-driven decision making (DDDM) is relatively new (Moss, 2007), the underlying concept of DDDM is not. For example, the practices of formative assessment and computer-managed instruction have historically involved the use of student performance data to guide what happens next in the instructional sequence (Morrison, Kemp, &…

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this…