Most colleges of education employ a standalone technology integration course as a part of their teacher preparation programs. But in a 2016 higher education brief associated with the National Educational Technology Plan, the U.S. Department of Education suggested this approach is limiting for teacher candidates and charged teacher educators to…

In a 2-year longitudinal study, we examined the effectiveness of a new technology-infused approach for teaching technology integration (TI) skills to teacher candidates. In the new approach, we infused learning to teach with technology into program methods courses. We measured candidates' understanding of various Technological Pedagogical Content…

In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of…

In an effort to reform a teacher education program by strengthening content-area preparation and adding opportunities to practice by extending the time for student teaching, Arizona State University's Mary Lou Fulton Teachers College eliminated a group of teacher education courses, including the standalone educational technology course.…

This is a qualitative study addressing the question: In what ways does a sixth grade middle school teacher show evidence of behaviors that fit the Technological Pedagogical Content Knowledge (TPACK) framework in the classroom? The researcher observed in this class, interviewed the teacher, and looked for evidence of the interplay between…

This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University's College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies and to help them transform their pedagogy to leverage the affordances provided through the integration…

Pre-service teachers faced an old problem with new possible solutions by working collaboratively to learn new technologies and changed the way they react to new tools. This approach required students to explore technologies independent of instructors--with peers in small groups. Instructors believe the learning activities implemented in this…

Uses a case study approach in examining the attitudes and motivations of five teacher educators who used technology in their classroom. Identifies and discusses six common elements of multicultural technology integration and concludes with a general discussion on the need to combine pedagogical methods with a practical vision of technology use and…

Describes the implementation of a project to prepare mentor and student teachers to teach mathematics and science through the integration of multimedia technology and pedagogy. Evaluation of project training and implementation found that student teachers were better prepared to integrate technology and that mentor teachers changed how they taught…

Over the past 6 years, Arizona State University West (ASU West), located in Phoenix, Arizona, has developed an Early Childhood program that features curricula based on the National Education Technology Standards for Teachers (NETS-T; International Society for Technology in Education [ISTE], 2000), National Technology Standards for Students…

This qualitative study reports on Arizona Classrooms of Tomorrow Today (AZCOTT), a component of a Preparing Tomorrow's Teachers To Use Technology project. In conjunction with five partner school districts, Arizona State University West developed five technology-rich K-8 classrooms to serve as models for preservice students and university…