The rapid expansion of technology and the internet has changed how we access and interact with information as a society. Amid this phenomenon, people of all ages and backgrounds struggle to evaluate the credibility of information they encounter online, including teachers. In order to ensure that the next generation of K-12 students are digitally…

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…

K-12 teachers and students are vulnerable to cybersecurity attacks and mostly ill-prepared to deal with them. The COVID-19 pandemic has only increased these risks because of the reliance on digital technology in education and increased free time young children and adolescents spend online. Simultaneously, the U.S. is facing an extreme shortage of…

The shift to emergency remote teaching in the face of the COVID-19 pandemic suggests that we need new pre-service interventions in supporting teachers' dynamic and flexible uses and knowledge of technology. In this paper, we argue for the need to do this in teacher preparation programs and the importance of developing pre-service teachers'…

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…

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…

The purpose of this mixed-methods study was to investigate the impact and experiences of teachers who had engaged in a personalized professional learning program to promote ICT integration in preK-12 classrooms. Survey results (n=344) showed that teachers' perceptions of their ability to use technology tools and their self-efficacy towards using…

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…

The ability to model and apply technology standards has been outlined by the Council for the Accreditation of Educator Preparation (CAEP) as a vital skill for teacher candidates to possess before they enter the field. It follows that teacher preparation programs must prepare their teacher educators to address the necessary skills and knowledge…

The Teacher Educator Technology Competencies (TETCs) were created as a set of technology competencies specifically for teacher educators who prepare future teachers to teach with technology. A survey was developed based on the competencies and administered to 223 participants who reported they were teacher educators from North America, Europe, and…

In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a matter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure…

This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida. Reflections resulted in three themes: 1) implementing digital sessions with young children; 2) establishing and maintaining home-based child engagement…

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…