Previous research has identified a well-established link between teachers' beliefs and the practical implications of technology-enhanced learning (TEL). Until recently, there have been few studies of teachers' beliefs regarding their own role as developers of TEL in higher education. In this study, 18 university teachers' reflective writings on…

How does teachers' technological pedagogical content knowledge (TPACK) inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers' planning, we sought to discover clues to the nature and development of these teachers' TPACK-in-action as it was expressed in…

Based on a review of instructional design models, previous papers identified first principles of instruction. These principles prescribe a cycle of instruction consisting of activation, demonstration, application, and integration. These instructional phases are best implemented in the context of real-world tasks. A Pebble-in-the-Pond approach to…

Discusses learning style theories and shows how being aware of learning styles can benefit both teachers and students. A case study at the University of Louisiana indicated a prevalence of auditory learners. Despite this finding, educators must be prepared to accommodate all learning styles. The research concludes with a summary of teaching…

This article discusses the effects of the Regional Technology Assistance Program (RETA) on the teaching practices and collegial behaviors of its participants and instructors. It presents findings that suggest that, as a result of their involvement in RETA's ongoing, peer-directed, constructivist-based professional development workshops, teacher…