General

An exploratory, within-subject study examined the extent to which 34 preservice teachers noticed the implementation of high-leverage practices (HLPs) in special education classrooms within three virtual field experiences (VFEs). The purpose of this study was to examine the extent to which preservice teachers could accurately identify HLPs across a variety of classroom settings that embedded different instructional models (i.e., explicit teaching versus inquiry-based models). Overall findings indicated that preservice teachers consistently observed strategies to promote active engagement with high accuracy and observed the implementation of cognitive strategies and scaffolded instruction with low accuracy. Furthermore, preservice teachers identified HLPs with this highest accuracy within classrooms using explicit instructional settings. Implications for teacher educators on how to scaffold VFEs to promote accurate identification of HLPs across settings are provided.

This introductory editorial is a brief explanation of the history that led to the special issue of Contemporary Issues in Technology and Teacher Education – General Section. It discusses the difference between technology infusion and technology integration. It then expands on Foulger’s (2000) four pillars to a technology-infused teacher preparation program, and the special issue includes four articles that individually examine each pillar. These pillars include the following: (a) technology integrated curriculum, (b) modeled experiences, (c) practice with reflection, and (d) technology self-efficacy. Written by 19 authors who are considered experts in the field of educational technology, this special issue offers practical guidance and recommendations to assist teacher educators with program development that supports technology infusion and prepares preservice teachers and in-service teachers to use technology effectively.

In this article, the authors discuss technology integration curriculum in teacher preparation programs, focusing on key elements of both the curriculum and curriculum development process. Specifically, they highlight the need to develop a coherent teacher preparation program founded on shared values and practices and responsive to change. When considering technology in the teacher preparation curriculum, this means integrating technology content and practices throughout the program. Research is discussed on the efficacy of touchpoints, or opportunities for integrating technology in the teacher preparation curriculum, including technology-focused and subject-specific courses and opportunities for practicing teaching with technology in field experiences. Finally, key elements of a technology infusion approach are highlighted and program design incorporating a continuous, collaborative process is suggested to support ongoing improvements to effective technology infusion.

Modeling is a widely adopted and frequently used strategy to prepare teacher candidates for technology integration. However, whether modeling as a strategy alone is enough for technology-infused teacher preparation programs is questionable. Therefore, the purpose of this paper is to describe an investigation of how teacher educators model technology use in various settings. Our research utilized an integrative literature review methodology to establish search and inclusion criteria. The authors initially screened 674 papers published between 2012 to 2022. A secondary review included 65 articles for full-text analysis. Results show that ample empirical evidence demonstrates the positive impacts of modeling while simultaneously emphasizing that modeling alone is not enough. Furthermore, there are quantitative and qualitative disparities in the modeling practices of faculty and cooperating teachers. Overall, the literature review underscores the need for a more intentional approach to designing learning experiences that model technology integration. The authors summarize a review of literature as research-based design principles, implementation strategies, and competencies teacher educators need to be excellent at modeling. The design suggestions will be helpful for program designers, teacher educators, and those supporting field experiences who wish to contribute to building technology-infused teacher preparation programs.