Pre-service Teachers’ Confidence in their ISTE Technology-Competency

References

• Baek, Y. G., Jong, J., & Kim, B. (2008). What makes teachers use of technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50, 224–234. doi:10.1016/j.compedu.2006.05.002
   Web of Science ®Google Scholar
• Boesch, M. C., Shukla, S., & Da Fonte, M. A. (2016). A review comparing AAC intervention components yields a list of studied components, but conclusions regarding comparative effectiveness appear flawed, Evidence-Based Communication. Assessment and Intervention, 10(1), 13–19. doi:10.1080/17489539.2016.1200256
   Google Scholar
• Council for the Accreditation of Educator Preparation. (2016, June). 2013 CAEP Standards. Retrieved from http://caepnet.org/∼/media/Files/caep/standards/caep-standards-one-pager-0219.pdf?la=en.
   Google Scholar
• Council of Chief State School Officers. (2013, April). Interstate teacher assessment and support consortium in TASC Model Core Teaching Standards and learning progressions for teachers 1.0: A resource for ongoing teacher development. Washington, DC: Author.
   Google Scholar
• Emerson, J. M., Clarke, P. J., & Moldavan, A. M. (2018). Bridging pedagogy and practice: From coursework to field experiences in a teacher preparation program. Georgia Educational Research, 14(2), 21–35.
   Google Scholar
• Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. Delta Pi Epsilon Journal, 50(2), 63–76. Retrieved from http://westga.edu.
   Google Scholar
• Granger, C. A., Morbey, M. L., Lotherington, H., Owston, R. D., & Wideman, H. H. (2002). Factors contributing to teachers’ successful implementation of IT. Journal of Computer Assisted Learning, 18(4), 480–488. doi:10.1046/j.0266-4909.2002.00259.doc.x
   Web of Science ®Google Scholar
• Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Strycker, J., Abaci, S., Easterling, W., … van Leusen, P. (2010). Equipping the next generation of teachers: Technology preparation and practice. Journal of Digital Learning in Teacher Education, 27(1), 30–36. doi:10.1080/21532974.2010.10784654
   Google Scholar
• Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433–441. doi:10.1007/s11528-016-0091-y
   Web of Science ®Google Scholar
• International Society for Technology in Education (ISTE). (2017). ISTE Standards for Educators: A guide for teachers and other professionals. Retrieved from https://www.iste.org/standards/for-educators.
   Google Scholar
• Johnson, J. W., Blood, E., Freeman, A., & Simmons, K. (2013). Evaluating the effectiveness of teacher-implemented video prompting on an iPod touch to teach food-preparation skills to high school students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28, 147–158.
   Web of Science ®Google Scholar
• Kim, J. H., & Kimm, C. H. (2017). Functional technology for individuals with intellectual and developmental disabilities: Meta-analysis of mobile device-based interventions. The Journal of Special Education Apprenticeship, 6, 1–23. Retrieved from https://files.eric.ed.gov/fulltext/EJ1149575.pdf.
   Google Scholar
• Nam, S., Kim, J., & Sparks, S. (2018). An overview of review studies on effectiveness of major AAC systems for individuals with developmental disabilities including autism. The Journal of Special Education Apprenticeship, 7, 1–14. Retrieved from https://files.eric.ed.gov/fulltext/EJ1185374.pdf.
   Google Scholar
• National Center for Education Statistics. (n.d). Public school teacher data file of 2011–12. Retrieved from https://nces.ed.gov/surveys/sass/tables/sass1112_2014_01_t1n.asp.
   Google Scholar
• National Center for Education Statistics. (2016, February). Diversity in home languages: Examining English learners in U.S. public schools. Retrieved from https://nces.ed.gov/blogs/nces/post/diversity-in-home-languagesexamining-english-learners-in-u-s-publicschools.
   Google Scholar
• Lau and Sim. (2008). Exploring the extent of ICT adoption among Secondary school teachers in Malaysia. International Journal of Computing and ICT Research, 2, 19–36. Retrieved from http://www.ijcir.org/volume2number2/article3.pdf.
   Google Scholar
• Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614.
   Web of Science ®Google Scholar
• Mishra, P., & Koehler, M. J. (2006). Technology pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x
   Web of Science ®Google Scholar
• Office of Education Technology. (2017, January). Reimaging the role of technology in education: 2017 National Education Technology Plan update. Retrieved from http://tech.ed.gov.
   Google Scholar
• Pellegrino, A., & Weiss, M. P. (2017). Examining collaboration in teacher preparation and clinical practices. Action in Teacher Education, 39(3), 340–357. doi:10.1080/01626620.2017.1282894
   Google Scholar
• Redding, C., & Smith, T. M. (2016). Easy in, easy out: Are alternatively certified teachers turning over at increased rates? American Educational Research Journal, 53(4), 1086–1125.
   Web of Science ®Google Scholar
• Rosaen, C. L., Hobson, S., & Khan, G. (2003). Making connections: Collaborative approaches to preparing today’s and tomorrow’s teachers to use technology. Journal of Technology and Teacher Education, 11, 281–306. Retrieved from https://www.learntechlib.org/p/14610/.
   Google Scholar
• Thompson, A., & Mishra, P. (2007). Breaking news: TPCK becomes TPACK!. Journal of Computing in Teacher Education, 24(2), 38–64.
   Google Scholar
• Voogt, J., Fisser, P., Roblin, N. P., Tondeur, J., & Van Braak, J. (2013). Technological pedagogical content knowledge- a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. doi:10.1111/j.1365-2729.2012.00487.x.
   Web of Science ®Google Scholar
• Watulak, S. L. (2018). Making space for preservice teacher agency through connected learning in preservice educational technology courses. Journal of Digital Learning in Teacher Education, 34, 166–178. doi:10.1080/21532974.2018.1453894
   Google Scholar
• Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers’ perception and practices. Journal of Technology and Teacher Education, 14, 173–207.
   Google Scholar
• Zhou, L., Smith, D. W., Parker, A. T., & Griffin-Shirley, N. (2011). Assistive technology competencies of teachers of students with visual impairments: A comparison of perceptions. Journal of Visual Impairment & Blindness, 105, 533–547.
   Web of Science ®Google Scholar
• Zinger, D., Naranjo, A., Amador, I., Gilbertson, N., & Warschauer, M. (2017). A design-based research approach to improving professional development and teacher knowledge: The case of the Smithsonian learning lab. Contemporary Issues in Technology and Teacher Education, 17, 388–410. Retrieved from https://doi.org/https://www.learntechlib.org/p/178235/.
   Google Scholar