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Journal of Computing in Teacher Education is a peer-reviewed journal published by Taylor & Francis, covering Online and Blended Learning, Education and Technology Integration, Gender and Technology in Education.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Computing in Teacher Education 12 (3): 45–58.
Formats any DOI in Journal of Computing in Teacher Education style. No sign-up. |
| Publishes research in | Online and Blended Learning Education and Technology Integration Gender and Technology in Education Teacher Education and Leadership Studies Innovative Teaching and Learning Methods |
| ISSN | 1040-2454 |
| h-index | 34 |
| i10-index | 113 |
| Total citations | 4,324 |
| Top institutions publishing here | International Society for Technology in Education |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
AbstractThis study focused on “digital natives” as preservice teachers to examine their beliefs, attitudes, and technology experiences and expertise, identify the strengths and weaknesses in their technology knowledge and skills, and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. Results reveal that (a) the digital-native preservice teachers…
Exemplary technology-using teachers achieve meaningful technology use in learner-centered, constructive environments despite the presence of both internal and external barriers. In this study, we discuss factors that enabled teachers to overcome these barriers, as identified by 25 winners of statewide technology teacher awards. In addition, we explored teachers perceptions of the relative value of both…
This study sought to understand how a group of preservice teachers, before and after participating in an innovative technology component of a teacher preparation program, envisioned the use of technology within their future classroom. Secondly, this study sought to understand preservice teachers’ ability to identify content-based technology uses for their anticipated teaching position, after completion…
AbstractRecent efforts to design teacher education experiences using reflection as a philosophical orientation (Abell & Bryan, 1997) have shown that such experiences are influencing the way that teachers think about their practice, specifically teachers’ personal beliefs about teaching and learning. In this paper, we introduce the design and implementation of a video analysis tool that…
This study examined cyberbullying in three distinct phases to facilitate a multifaceted understanding of cyberbullying. The phases included (a) a quantitative survey, (b) a qualitative focus group, and (c) development of educational scenarios/simulations (within the Second Life virtual environment). Phase III was based on adolescent feedback about cyberbullying from Phases I and II of this…
