Group-level metacognitive scaffolding is critical for productive knowledge building. However, previous research mainly focuses on the individual-level metacognitive scaffoldings in helping learners improve knowledge building, and little effort has been made to develop group-level metacognitive scaffolding (GMS) for knowledge building. This…

This article explores Chinese English as a Foreign Language (EFL) teachers' attitudes toward technology use and the factors that influence their technology acceptance. A qualitative study was conducted with data obtained from semistructured, in-depth interviews of 14 university teachers from six provinces. The interview data revealed that Chinese…

This study explores the efforts at Brigham Young University to improve preservice candidates' technology integration using the Teacher Work Sample (TWS) as an assessment tool. Baseline data that was analyzed from 95 TWSs indicated that students were predominantly using technology for productivity and information presentation purposes even though…

Professional development that leads to change in teacher practice is hard to find, especially professional development focused on technology integration. The Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) successfully answers both challenges. This article reports on a study aimed at understanding the impact…

Guided by a situated learning framework, this research examines the nature of teachers' technology learning when participating in a content-focused technology inquiry group, the ways teachers integrate what they learn into content-specific student learning activities, and how situated features of the learning context influence teacher learning.…

The Center for Technology and School Change (CTSC) is a research and development center specializing in professional development, evaluation and technology integration research. The goal of the qualitative research reported in this article was to identify factors that strengthen the integration of technology in classrooms in ways that are…

This article describes an ongoing situated professional development program in which teachers bring their intact classes for an extended stay in a ubiquitous computing environment equipped with a variety of state-of-the-art computing devices. The experience is unique in that it not only situates teacher learning about technology integration in…

The Capital Area Technology and Inquiry in Education program (CATIE) is a content-focused, inquiry-based professional development program developed by the Center for Initiatives in Pre-College Education (CIPCE) to assist K-6 teachers in the technology integration process. To address concerns of sustain-ability and cost-effectiveness, this situated…

We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data from a faculty development design seminar in which faculty members worked together with masters…