The technology, pedagogy, and content knowledge (TPACK) framework describes seven domains of knowledge that teachers rely on for teaching with technology. The framework includes an eighth element labelled "contexts," representing the situated nature of instruction. This latter construct has been inconsistently represented and defined…

Supporting teachers' implementations of technology in the classroom is a critical and longstanding issue in mathematics education. As access to various technology resources grows, a need exists for professional development opportunities that prepare teachers to integrate technology effectively to support students' mathematical learning…

Information and communication technology has been accepted as a powerful tool that transforms education. The emergence of new and innovative uses of technology provides new approaches to social studies teaching. Many governments have invested vast amounts of money to enhance schools with technology and provide them with Internet access to…

National standards and frameworks for mathematics, computer science, and technology emphasize the importance of teaching all children computational thinking (CT) skills. These skills are important for preparing citizens that are literate in science, technology, engineering, and mathematics and for participation in a society that is rapidly…

As the definition of literacy in the 21st century expands beyond print texts to include digital texts, media objects, images, sounds and social practices, what it means to be an English teacher in secondary schools also is shifting and growing in complexity. While there are many resources for integrating technology in the classroom, there remain…

Online teacher professional development is becoming more prevalent as the ability to harness technology to bring teachers and resources together becomes easier. Research is needed, however, to determine the effectiveness of models and to share practices that increase teacher knowledge of content and pedagogy. This study examines how a hybrid…

This qualitative study examined in-service teachers who were enrolled in a graduate level course that focused on new literacies and the integration of technology with literacy. They also taught children enrolled in a summer writing camp as part of the course. The authors followed the teachers into their classrooms once the graduate course ended to…

Research indicates that preservice teachers' understandings of how to integrate technology into their classrooms are dependent upon experience in their university methods courses and in their field placements. These findings place a new responsibility on teacher educators for modeling effective integration of technology into methods courses. This…

Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) is a central component of teacher education to support student use of technology and can improve student learning, but PD has had mixed results. In this study, researchers investigated a PD program…

For decades, educators have hoped to integrate geospatial tools into K-12 classrooms but struggled with barriers of time, technology, and curriculum alignment. The authors formed a design partnership with ninth-grade science and social studies teachers in an urban high school in order to conduct teacher professional development while also…

Studying Topography, Orographic Rainfall, and Ecosystems with Geospatial Information Technology (STORE), a 4.5-year National Science Foundation funded project, explored the strategies that stimulate teacher commitment to the project's driving innovation: having students use geospatial information technology (GIT) to learn about weather, climate,…

Studies have shown that when K-12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD). Many teachers have indicated that effective technology PD experiences should incorporate their individual PD needs. The authors surveyed technology-using K-12 teachers at two…

Over 2 years a small group of middle school mathematics teachers' beliefs, attitudes, and practices were investigated in order to transform their practice to an inquiry-based, technology-rich model. Research has suggested that technology and pedagogical innovations should be introduced together, so that teachers learn mathematics in the way their…

Innovation is a term that has become widely used in education; especially as it pertains to technology infusion. Applying the corporate theory of diffusing innovation to educational practice is an innovation in itself. This mixed-methods study examined 38 teachers in a science educational gaming professional development program that provided…

This study examined teachers' uses of virtual manipulatives across grades K-8 after participating in a professional development institute in which manipulatives and technology were the major resources used throughout all of the activities. Researchers analyzed 95 lesson summaries in which classroom teachers described their uses of virtual…