Much has been written about the potential civic ramifications of online misinformation, and scholars have identified many useful strategies for helping students discern fact from fiction on social media. However, those strategies make an assumption, which is that consumers of digital media have a desire to identify and share accurate information.…

Using mixed methods, we examined the impact of technology facilitators (TFs) on teacher commitment to 1:1 initiatives. Findings from quantitative analysis complemented by qualitative analyses suggest teachers benefitted from having TFs assist with the technological integration. Teachers from schools with a TF endorsed attitudes that were…

In the education community, the Technological Pedagogical Content Knowledge (TPACK) framework has become a popular construct for examining the types of teacher knowledge needed to achieve technology integration. In accordance with Katz and Raths's 'Goldilocks Principlen' (cited in Kagan, 1990), TPACK, with its seven knowledge domains, may be too…

The impetus for this paper stems from a concern about directions and progress in the measurement of the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration. In this paper, we develop the rationale for using a seven-criterion lens, based upon contemporary validity theory, for critiquing empirical…

This article provides an overview of the development and validation of the Student Tool for Technology Literacy (ST[superscript 2]L). Developing valid and reliable objective performance measures for monitoring technology literacy is important to all organizations charged with equipping students with the technology skills needed to successfully…

This article presents findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts. In this multiphase evaluation, evaluators examined the program, determined whether variations in program implementation had an impact on teacher outcomes, and then looked at…

Data gathered from 10,000 Texas public school students in Grades 3-12 over the years 2000, 2001, 2002, and 2005 were analyzed to replicate findings first discovered as a byproduct of evaluation of a large scale U.S. Department of Education Technology Innovation Challenge Grant. Initial findings were that girls in Grades 4 and 5 reported enjoying…

This article represents an attempt to begin a dialogue among the research community to identify what is known about using technology in various content areas. Although it does not present new empirical data, it does offer the reader one researcher's perspective on technology in literacy and language arts. The author discusses the effects of…

The following paper is based on a review of 68 referred journal articles that focused on introducing technology to preservice teachers. Ten key strategies emerged from this review, including delivering a single technology course; offering mini-workshops; integrating technology in all courses; modeling how to use technology; using multimedia;…