In this technologically advanced time in history, distance learning has become a preferred mode of instructional delivery in higher education. From 2019 to 2021 there is a rise and fall of postbaccalaureate undergraduate students enrolled in at least one distance course and who enrolled in distance learning courses exclusively. In 2021 about 56%…

This study examined the effect of a teaching mathematics with technology course on preservice elementary teachers' (PSETs) and preservice secondary mathematics teachers' (PSTs) beliefs about teaching with technology and beliefs about the nature of learning and teaching mathematics. All preservice teachers enrolled in the methods course engaged in…

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 need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. However, most teacher education preparation programs do not focus on STEM education. In an attempt to provide an exemplary model of a STEM unit, we used a rapid prototyping approach to transform an…

The purpose of this study is to understand the phenomenon of the "professional journey" of elementary teacher candidates (ETC) both as learners and as teachers by exploring their learning experiences and practices regarding the virtual reality (VR) platform called Second Life (SL). Using the grounded theory approach, we designed an…

This study applied the researcher-constructed Integrated Triadic Model (ITM) to an elementary social studies teaching methods course and measured the extent that preservice teachers' technological pedagogical content knowledge (TPACK) changed throughout the semester. The study also gathered preservice teachers' beliefs about the…

The beliefs of preservice elementary-school teachers regarding the use of basic calculators and "Illuminations" activities were investigated. The goals of the study were to describe preservice teachers' beliefs, identify the sources of those beliefs, and determine which interventions successfully modify them. Participants included 210…

Graphing calculators and data collection technology was integrated in an undergraduate science methods classes for preservice elementary school teachers. The study investigated whether preservice teachers' knowledge and comfort with the use of graphing calculator technology and their perspectives in the use of graphing calculator technology were…

This article describes the findings of a five-year longitudinal study examining 23 elementary teachers' use of technology in the classroom. Specifically, it describes how these teachers' experiences in a technology-enriched elementary social studies methods course, taken in the fall of 2000, have affected their attitudes towards and use of…

The purpose of this article is to propose the use of technology integration in elementary and middle level education courses, specifically, the use of WebQuests as vehicles for the infusion of content knowledge in preservice and in-service education courses. Observation in content area teaching methods courses found that teacher candidates often…

Discusses the gap between what preservice teachers are taught about technology and what they are expected to do with technology as classroom teachers. Describes a study of preservice teachers that investigated whether the integration of technology into elementary method courses would positively influence their self-reported confidence levels in…

This article describes the design and implementation of a methods course assignment that enhanced prospective teachers' understanding of teaching mathematics with technology.

Discusses the need for elementary and secondary school teachers to integrate technology into the classroom and explains the University of Missouri's (Columbia, MO) technology-focused development program, the Technology Learning Cycle (TLC), for faculty who teach undergraduate teacher methods courses. Examines the application of the TLC to two…

Describes a project conducted in a reading methods course for preservice elementary education students to model how technology can be incorporated into the curriculum to facilitate learning. Preservice teachers collaborated with practicing teachers via electronic mail to gain a greater understanding of different philosophies of reading.…

The authors begin their discussion with the Tanner and Tanner (1995) model of "Curricular Sources and Influences" to explain the development of the K-12 school curriculum. The model shows the school curriculum in the center of a circle. Around the circumference of the circle are political influences, social influences, economic…