My biggest fear about teaching a social studies methods class with COVID restrictions was talking "at" my teacher candidates and not modeling interactive and engaging social studies education. Social studies education should be engaging and student-centered. In this article, I offer technological adaptations to lessons that center around…

The purpose of this convergent mixed methods study was to explore how an undergraduate educational technology course impacts preservice teachers' TPACK knowledge and how it affects the development of their technology integration repertoire. A total of 14 preservice teachers enrolled in a face-to-face section of an educational technology course in…

A multiple case study was conducted to investigate how Lego robotics instruction incorporated into a middle grades mathematics methods course could inform pre-service teachers' (PSTs) TPACK through the lens of Social Constructivist Theory. The qualitative data analysis revealed that when instruction on Lego robotics technology is integrated into…

The science teacher education community plays a prominent role in teacher preparation programs. Particularly, science methods courses emphasize modeling instructional strategies to promote inquiry-based practices. Integrating appropriate educational technology to enhance and support classroom practices should be embedded in these courses. The…

This paper paints a complex portrait of the "wicked problem" of teaching technology integration in a field-based content literacy course in order to analyze how a teacher educator demonstrated a presence (and absence) of Teacher Educator Technology Competencies (TETCs). The study indicates that developing technology competencies in…

Digital timelines have been both transformational and supportive in enhancing the ways in which information is shared through text, images, interaction, and creativity to achieve course goals and objectives across numerous disciplines. In analyzing the experiences of teacher candidates (TCs) in their creation of a variety of resources to address…

This study used open coding to analyze 662 idea-units that 44 preservice teachers expressed about successes and challenges related to technology integration in literacy lessons in a reading methods class. Data sources included reading responses, self-reflections on videos of their lessons, and Collaborative Peer Video Analysis. Eleven categories…

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…

The reasons elementary teachers choose not to use technology are many and varied. One commonly cited reason is that preservice programs are struggling to adequately prepare future teachers (e.g., Brown & Warschauer, 2006). This article describes the efforts of one department of education to integrate more technology instruction. Although some…

The internet is used by teachers to help find resources to integrate technology into their classrooms in a variety of ways (Handal, Campbell, Cavanagh, Petocz, & Kelly, 2013). The purpose of this study was to investigate the websites preservice teachers (PSTs) used during their field experiences in secondary mathematics. To address the purpose…

The aim of this study is to investigate how and why elementary mathematics preservice teachers' (PSTs) beliefs about TPACK changed during a method course and field experience. Six PSTs were selected purposefully with reference to their different technological and mathematical backgrounds. Participants were interviewed five times (beginning of the…

Research indicates that preservice teachers' understandings of how to integrate technology into their classrooms are dependent upon experience in their university methods courses and in their field placements. These findings place a new responsibility on teacher educators for modeling effective integration of technology into methods courses. This…

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample:…

We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were…

This article discusses how modern technology, such as electronic response systems, PeerWise system, data collection and analysis tools, computer simulations, and modeling software can be used in physics methods courses to promote teacher-candidates' professional competencies and their positive attitudes about mathematics and science education. We…