Preparing future teachers with virtual teaching competencies that can be applied to blended or fully online settings has long challenged teacher education programs. The need for this preparation has been made increasingly apparent by global events, advances in technology, and the shifting landscape of K-12 education. Therefore, this study examined…

This study examined changes in Pre-service teachers' (PSTs) Technological Pedagogical Content Knowledge (TPACK) and self-perceived stage of adoption (SOA) of technology as PSTs progressed through an online summer educational technology course. The longitudinal study was guided by the following research questions: 1) How did PSTs' externally…

Educators across disciplines are implementing lessons and activities that integrate computing concepts into their curriculum to broaden participation in computing. Out of myriad important introductory computing skills, it is unknown which--and to what extent--these concepts are included in these integrated experiences, especially when compared to…

Online professional learning experiences can address K¬--12 computing teachers' need for content knowledge and professional communities. However, it can be difficult to design effective, large-scale experiences that reach broader audiences while addressing individual teachers' professional needs. We facilitated a two-week online professional…

Immersive videos for training pre-service teachers (PST) are becoming increasingly important and, yet, inadequately investigated. This article focuses on the role of presence as a possible aid in 360 videos for future educators, presenting the results of a study involving 118 PSTs. A multiple factor analysis of the "eXtended Reality Presence…

Although research exists on features of effective professional development surrounding Technological Pedagogical Content Knowledge (TPACK), relatively few studies have examined the relationship of context to the acquisition of TPACK. Despite this framework's dominance in the literature, the role that contextual factors play in the development of…

Prior work has shown a lack of quality professional development (PD) programs specifically targeted for early elementary teachers to improve their knowledge and self-efficacy around teaching coding in their classrooms. Whereas traditional PD programs in this area have relied upon in-person workshops, the COVID-19 pandemic necessitated the need to…

This article outlines how research, theory, and policy are converging toward a shift in preservice teacher technology preparation and offers "Technology Infusion" as a promising new paradigm. In technology-infused programs, preparation strategies extend beyond the stand-alone technology course to help novice teachers develop digital-age…

Content Acquisition Podcasts (CAPs) have been shown to positively impact preservice teachers' knowledge in critical content areas compared to traditional modes of content delivery (e.g., a lecture). However, survey research has shown that both faculty and students at the university level prefer that technology enhance rather than replace in-person…

The field of computer science continues to lack diverse representation from women and racially minoritized individuals. One way to address the discrepancies in representation is through systematic changes in computer science education from a young age. Pedagogical and instructional changes are needed to promote meaningful and equitable learning…

The U.S. Department of Education, national organizations, and accrediting bodies require that teacher candidates be ready to effectively integrate technology in their instruction. In order to ensure this preparedness, teacher educators must model and teach the use of technology across educator preparation programs. Development of the Teacher…

Despite the growing popularity of digital teaching portfolios, research has remained focused on outcomes associated with "creating" digital teaching portfolios instead of examining how they can be used to effectively "assess" what teachers know, especially when it comes to educational technology. One barrier to using portfolios…

Two teacher educators collaborated to adopt the Teacher Educator Technology Competencies (TETCs) in two coordinated undergraduate courses: elementary mathematics methods and survey of instructional technology. This collaborative self-study grounds the teacher educators' approach in relevant research literature, aligns their efforts with specific…

Teacher educators often encourage technology integration as a means to improve education. However, the COVID-19 pandemic highlighted the acceleration of more invasive technologies offering quick "fixes" in schools and society. Building on the assumption that technologies are not neutral and neither are the societies into which they are…

The Teacher Educator Technology Competencies (TETCs) were created to help all teacher educators support teacher candidates as they prepare to become technology-using teachers. The TETCs largely focus on teaching "with" technology. However, one of the 12 competencies, TETC 9, offers an opportunity to delve into teaching "about"…