Search results for: Carpenter Jeffrey P.

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What should teacher educators know about technology? Perspectives and self-assessments
Authors: Carpenter Jeffrey P., Rosenberg Joshua M., Dousay Tonia A., Romero-Hall Enilda, Trust Torrey, Kessler Aaron, Phillips Michael, Morrison Scott A., Krutka Daniel G., Fischer Christian
This article offers a first look at teacher educators’ (N = 336) perceptions of their technology competencies based on the Teacher Educator Technology Competencies (TETCs; Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). The participants generally rated their competence levels highly in relation to the TETCs. Although many participants reported that the TETCs adequately reflected the competencies required of them, they suggested various additions and changes to the TETCs. This mixed-method study advances understanding of teacher educators’ perceptions of the importance of various competences to their work and offers feedback from the field regarding which competencies might be missing from the TETCs.
Published: 2020
Updated: Sep. 23, 2020
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TPACK Leadership Diagnostic Tool: Adoption and Implementation by Teacher Education Leaders
Authors: Clausen Jon M., Finsness Elizabeth S., Borthwick Arlene C., Graziano Kevin J., Carpenter Jeffrey P., Herring Mary Corwin
This case study describes how leaders from three teacher education institutions utilized a technological, pedagogical, and content knowledge (TPACK) leadership diagnostic tool in the design, development, and implementation of technology rich initiatives. Participants were interviewed to find out how the diagnostic tool guided their decision making. Content analysis and a priori coding were used to analyze transcripts along with constant comparative methods to explore elements within the diagnostic tool and identify additional codes. Results indicate that education leaders utilized the TPACK leadership diagnostic tool in different ways to guide the design, development, and implementation of their technology initiatives. Participants also provided recommendations for how the diagnostic tool and its use might be enhanced in order to support change.
Published: 2019
Updated: Jan. 05, 2020
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What Do U.S. and Spanish Pre-service Teachers Think about Educational and Professional Use of Twitter? A Comparative Study
Authors: Carpenter Jeffrey P., Tur Gemma, Marin Victoria I.
This study examines pre-service teacher (PST) perceptions of educational and professional uses of the social media platform Twitter. The findings reveal that participants from two countries perceived Twitter to have definite learning applications. Furthermore, it was found that a majority of PSTs from both countries perceived benefits from the access Twitter provided them to in-service educators, and expressed intentions to continue collaborating with other educators via Twitter.
Published: 2016
Updated: Oct. 21, 2018
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Preservice Teachers’ Microblogging: Professional Development via Twitter
Authors: Carpenter Jeffrey P.
This article examines how preservice teachers used Twitter in a face-to-face undergraduate teacher education course. The author concludes that using social media such as Twitter in teacher education could present new opportunities for preservice teachers to jumpstart their socialization into their profession and their connections with its members. He also argues that preservice teachers will likely benefit if they leave their teacher education programs with an eye for teaching and learning applications of social media.
Published: 2015
Updated: Feb. 08, 2018