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This study examines the effect of teacher education courses for technology integration (TECTI) on preservice teacher attitudes and beliefs from 2007–2017. Technology attitudes are the affective sta...

Digital native, the term ubiquitously used to describe contemporary learners, is fraught with debate over its meaning and measurement. The Digital Natives Assessment Scale (DNAS) was developed and ...

The purpose of this study was to examine the effects of teacher education courses for technology integration (TECTI) on pre-service teacher knowledge. Knowledge is both the practical and conceptual knowledge that goes into technology integrated teaching and learning in PK12 classrooms. Subgroup analyses were executed to examine literature-based course design features (e.g., lesson planning) for TECTI and study features (e.g., measurement validity) hypothesized to moderate the effects. Following a carefully designed search strategy and coding process, this study narrowed down N = 2936 studies from five academic databases to a final set of n = 38 studies with k = 46 independent effect sizes. This meta-analysis captured the data from 3271 pre-service teachers with a statistically significant, positive effect size on knowledge at 1.057 (C.I. 0.836, 1.278) using a random-effects model. None of the course design features nor the study quality features were statistically significant. No evidence of publication bias was detected. A full discussion with limitations and future research is provided.

The TPACK (technological pedagogical content knowledge) framework (Mishra & Koehler, 2006) has gained tremendous momentum from within the educational technology community. Specifically, much discourse has focused on how to measure this multidimensional construct to further define the contours of the framework and potentially make some meaningful predictions. Some have proposed observation scales while other have proposed self-report measures to gauge the phenomenon. The Survey of Pre-service Teachers' Knowledge of Teaching and Technology instrument is one popular tool designed to measure TPACK (Schmidt et al., 2009) specifically from preservice teachers in teacher education programs. This study extends the measurement framework by providing a confirmatory factor analysis of the theoretical model proposed by Schmidt et al. (2009) on a sample of 227 preservice teachers from four public institutions of higher education in the southeastern United States. The data did not fit the theoretical 10-factor ...

Created as part of a research project for KSU 1101, this photo campaign aims to send a clear message about sexual assault on college campuses. The photographs pose a graphic challenge to social stereotypes that compound the trauma of sexual assault by pinning the blame on the victim.