Share Paper: 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

  1. Teresa S. Foulger, Arizona State University, United States
  2. Kevin J. Graziano, Nevada State College, United States
  3. Denise A. Schmidt-Crawford, Iowa State University, United States
  4. David A. Slykhuis, University of Northern Colorado, United States
  5. Yeng L. Chang, University of Minnesota, United States
  6. Rhonda Christensen, University of North Texas, United States
  7. Deborah R. Dillon, University of Minnesota - Twin Cities, United States
  8. Marie K. Heath, Loyola University Maryland, United States
  9. Gerald Knezek, University of North Texas, United States
  10. Daniel G. Krutka, University of North Texas, United States
  11. Andrea H. Parrish, Johns Hopkins University, United States
  12. William A. Sadera, Towson University, United States
  13. Amanda Thomas, University of Nebraska–Lincoln, United States
Wednesday, April 8 12:30 PM-1:30 PM Room 2 -

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 ...