This study analyzed data from a statewide professional development (PD) program to investigate whether gender difference towards technology usage was mitigated after participation in the program. Teachers responded to pre- and post-questionnaires regarding their perceptions and use of technology before and after participating in PD courses.…

The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school…

This study presents the results of the examination of the use of technology to enhance the capstone portfolio process for teacher candidates completing a master's degree at a small regional campus in Northwest Ohio, United States. Students at this institution complete a fifth year program that results in a master's degree and a recommendation for…

Research on the impact of technology integration in colleges of education is often conflicting and rarely evaluated well. It therefore remains unclear which strategies are most effective for integrating technology in a teacher preparation program and how those strategies should be delivered over time. To better understand the effectiveness of…

This practicum provides solutions to private schools interested in creating a strategic plan for the integration of technology into all areas of the school program. In includes teacher participation and involvement in developing short and long term goals, ideas for developing continuing technology training for teachers, and a process for the…

The purpose of this study was to evaluate the effect of an integrated, laptop-based approach on pre-service teachers' computer attitudes, ability and use. Pre-post program analysis revealed significant differences in behavioural attitudes and perceived control (self-efficacy), but not in affective and cognitive attitudes. In addition, there was a…

This paper describes the Reading Language Arts Technology Institute at California Lutheran University (CLU), a two-unit continuing education course to develop teacher content area knowledge in ways that effectively utilize technology in K-12 reading instruction. Goals included: to enhance the teaching of reading and language arts; to better…