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Direct linkPamela S. Lottero-Perdue; Howell Heather; Pavneet Kaur Bharaj; Meredith Park Rogers; Dionne Cross Francis; Adam V. Maltese; Calli Shekell; Jamie N. Mikeska – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2024
In this study, three math and three science teacher educators (TEs) were positioned as designers of instruction. The investigation considered how TEs supported preservice teachers (PSTs) to learn to facilitate argumentation discussions using two digital simulations. Research questions were (a) How did TEs engage in instructional design around the…
Descriptors: Teacher Educators, Instructional Design, Technology Integration, Computer Simulation
Reiten, Lindsay – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2021
Supporting teachers' implementations of technology in the classroom is a critical and longstanding issue in mathematics education. As access to various technology resources grows, a need exists for professional development opportunities that prepare teachers to integrate technology effectively to support students' mathematical learning…
Descriptors: Faculty Development, Technology Integration, Manipulative Materials, Computer Simulation
Manburg, Jamie; Moore, Rashid; Griffin, David; Seperson, Marvin – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2017
This paper discusses preservice teachers' perceptions of an online, in-house diversity simulation in an undergraduate teacher education program conducted over a 3-year period. The diversity simulation was a nontraditional capstone experience for 193 preservice teachers in majors ranging from early childhood to secondary education. The diversity…
Descriptors: Undergraduate Students, Teacher Education Programs, Online Courses, Computer Simulation
Lehtinen, Antti; Nieminen, Pasi; Viiri, Jouni – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2016
This study investigated the effect of an intervention regarding the use of simulations in science teaching on primary school preservice science teachers' (n = 36) self-assessed technological, pedagogical, and content knowledge (TPACK). The connection of their self-assessed TPACK on their views on the usefulness of simulations in science teaching…
Descriptors: Preservice Teachers, Technological Literacy, Pedagogical Content Knowledge, Student Teacher Attitudes
