Wednesday, April 8
12:30 PM-1:30 PM
Room 2 -

Fostering New Research following the Teacher Educator Technology Competencies (TETCs): Research from the JTATE Special Issue, Preparing All Teacher Educators to Support Teacher Candidates' Integration of Technology

Invited Panel ID: 55872
  1. aaa
    Teresa S. Foulger
    Arizona State University
  2. aaa
    Kevin J. Graziano
    Nevada State College
  3. aaa
    Denise A. Schmidt-Crawford
    Iowa State University
  4. aaa
    David A. Slykhuis
    University of Northern Colorado
  5. aaa
    Yeng L. Chang
    University of Minnesota
  6. aaa
    Rhonda Christensen
    University of North Texas
  7. aaa
    Deborah R. Dillon
    University of Minnesota - Twin Cities
  8. aaa
    Marie K. Heath
    Loyola University Maryland
  9. aaa
    Gerald Knezek
    University of North Texas
  10. aaa
    Daniel G. Krutka
    University of North Texas
  11. aaa
    Andrea H. Parrish
    Johns Hopkins University
  12. aaa
    William A. Sadera
    Towson University
  13. aaa
    Amanda Thomas
    University of Nebraska–Lincoln

Abstract: The National Educational Technology Plan claims that teacher educators are often not equipped to do their part to prepare teacher candidates to graduate as proficient users of technology for teaching and learning (U.S. Department of Education, Office of Educational Technology, 2017). Further, the plan calls on teacher educators to unite in efforts and improve the preparation of teacher candidates use of technology. Initiated by the publication of the Teacher Educator Technology Competencies (TETCs), the recent Journal of Technology and Teacher Education (JTATE) special issue published articles that examined the use and analysis of the TETCs with a common goal that all teacher educators should be prepared to support teacher candidates’ integration of technology. During this panel presentation, the authors from the JTATE special issue will share their research findings as well as thoughts about the broad-scale application of their research and findings in teacher preparation programs, and provide recommendations about ways to advance the line of research and practice they initiated through their publications.

Presider: Teresa S. Foulger, Arizona State University


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