Mouza, C. (2026). A retrospective on nine years of service as CITE editor-in-chief. Contemporary Issues in Technology and Teacher Education, 26(3). https://citejournal.org/volume-26/issue-2-26/editorial/a-retrospective-on-nine-years-of-service-as-cite-journal-editor-in-chief

A Retrospective on Nine Years of Service as CITE Journal Editor-in-Chief

by Chrystalla Mouza, University of Illinois Urbana-Champaign

Abstract

In this editorial, the editor reflects on her 9 years of service as editor-in-chief of CITE Journal as well as the journal’s continued role as a leading venue for scholarship at the intersection of technology and teacher education. She reviews the progress made toward four strategic priorities established in 2017, including increasing the journal’s visibility and impact, fostering timely exchange of ideas, advancing research on emerging technologies, and promoting issues of diversity and equity in technology and teacher preparation. She also highlights how the journal has responded to major shifts in educational technology over the years, including the COVID-19 pandemic and the rise of artificial intelligence. She concludes by considering the ongoing role of the CITE Journal in shaping research and practice in teacher education.

Since its founding in 2000, CITE Journal has served as a premier scholarly venue for research, situated at the intersection of technology and teacher education. The journal has distinguished itself by publishing work that integrates both conceptual and empirical insights while fostering collaboration with discipline-specific professional organizations, including the Society for Technology & Teacher Education (SITE), the Association for Science Teacher Education (ASTE), the Association of Mathematics Teacher Educators (AMTE), the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies, English Language Arts Teacher Educators (ELATE), and recently, the International Technology and Engineering Education Association (ITEEA).

These partnerships have enabled the journal to illuminate how technology-enhanced educational practices can be meaningfully applied in authentic teacher education spaces. By emphasizing the dynamic interplay among disciplinary content, pedagogy, and technology, CITE Journal has consistently highlighted the core principles of the Technology, Pedagogy, and Content Knowledge (TPACK) framework (Koehler & Mishra, 2009), which has profoundly shaped contemporary research on teacher use of technology.

When I assumed the role of CITE editor-in-chief in 2017, I articulated a vision centered on four strategic priorities: (a) improving the visibility and impact of the journal, (b) supporting discourse and timely exchange of ideas, (c) advancing scholarship related to the use of novel technologies, and (d) emphasizing issues of diversity and equity in technology and teacher preparation (Mouza, 2017). As I conclude my tenure, I am grateful for the opportunity to reflect on 9 years of service and to consider the progress we have made toward realizing these goals.

From the outset, our mission was to deepen understanding of how educational technology intersects with content and pedagogy in the preparation of teachers. Over the past decade, however, the educational technology landscape has undergone unprecedented transformation, prompting us to rethink foundational practices. The rise of social media, the expansion of computer science education, the rapid technological shifts precipitated by the COVID-19 pandemic, and most recently, the emergence of AI have challenged long-standing assumptions and reshaped educational practice. Throughout these developments, the CITE Journal has provided a timely forum for disseminating research that informs both scholarship and practice. In doing so, the journal has made significant strides toward advancing the four priorities outlined in 2017.

In this final editorial as editor-in-chief, I offer a retrospective of the journal’s work over the past 9 years and reflect on our collective progress toward these goals.

Increasing Visibility and Impact

The visibility and impact of a scholarly journal extend beyond traditional citation metrics. As noted in the literature, a journal’s prestige is also reflected in the strength of its professional affiliations, the regard in which it is held by other scholars, and the reputation of its editorial leadership and board members (Bond et al., 2019; Rich & West, 2018).

CITE is uniquely positioned in this regard. The journal is supported by multiple professional organizations with both national and international memberships, reflecting a broad and diverse scholarly community. More importantly, it represents the collective expertise and vision of these organizations regarding how best to advance scholarship that meets the needs of scholars in a field that cut across many different disciplines — information, technology, and teacher education (Mouza et al., 2021). Each corresponding section is led by respected scholars who are elected by their respective professional organizations. Further, Editorial Review members are chosen based on demonstrated expertise in both teacher education and technology-enhanced pedagogies within disciplinary domains.

The journal’s reputation is further evidenced by the steady influx of submissions from scholars both in the US and abroad. Over the past 9 years, the journal has received manuscripts from researchers in the US, Australia, Belgium, Germany, Switzerland, and Sweden. This international reach signals the journal’s influence and the value that scholars place on CITE Journal as a venue for disseminating high-quality research at the intersection of technology and teacher education.

Supporting Discourse and Timely Exchange of Ideas

In addition to publishing peer-reviewed manuscripts across its disciplinary sections, the CITE Journal serves as an important forum for scholarly dialogue through its Editorials and Commentaries sections (https://citejournal.org/category/editorial/). This distinctive feature of the journal provides a venue for informed responses to published articles, critical reflections on emerging issues, and the exchange of perspectives on topics of immediate relevance to the field. By facilitating timely and substantive discourse, the section has helped shape scholarly conversations around pressing developments in technology and teacher education.

Since 2017, the CITE Journal has published a range of influential editorials and commentaries that have engaged the field in critical discussions of contemporary issues, including:

Although fewer in number, the commentaries published since 2017 have made meaningful contributions to scholarly discourse by addressing emerging and consequential developments in educational technology. Among the most notable are articles examining advances in programming languages and critically exploring the opportunities and challenges associated with open-source hardware in educational contexts. These examples include the following:

Advancing Scholarship Related to the Use of Novel Technologies

Since 2017, the CITE Journal published 223 peer-reviewed articles across its disciplinary sections (CITE English Education = 50, CITE General = 48, CITE Current Practice = 31, CITE Mathematics Education = 29, CITE Science Education = 43, CITE Social Studies Education = 21, Objects to Think With = 1). Collectively, these contributions reflect both the rapid evolution of educational technologies and the field’s growing understanding of the pedagogical practices needed to support their meaningful integration in teaching and learning.

Working with section editors, we have sought to amplify scholarship that connects rigorous research with the realities of classroom practice. Toward this end, the journal has showcased both conceptual works for understanding technology integration, and more recently, technology infusion (Graziano et al., 2023), as well as empirical studies that help illuminate how technology-enhanced pedagogies can be translated into effective instructional practices in teacher education. Representative articles that have contributed to the advancement of theoretical and conceptual understandings in the field include the following :

  • Kimmons, R., Graham, C.R., & West, R.E. (2020). The PICRAT Model for Technology Integration in Teacher Preparation. Contemporary Issues in Technology and Teacher Education, 20(1), 176-198. https://citejournal.org/volume-20/issue-1-20/general/the-picrat-model-for-technology-integration-in-teacher-preparation/ Building on prior critiques of existing technology integration frameworks, this article advances the field by proposing the PICRAT model, which conceptualizes technology use through two intersecting dimensions: (a) students’ engagement with technology—ranging from passive to interactive to creative (PIC); and (b) teachers instructional practice—the extent to which technology influences instructional practice through replacement, amplification, or transformation (RAT). Together, these dimensions provide an improved lens for examining technology integration in educational settings.
  • Ellis, J., Wieselmann, J., Sivaraj, R., Roehrig, G., Dare, E., & Ring-Whalen, E. (2020). Toward a productive definition of technology in science and STEM education. Contemporary Issues in Technology and TeacherEducation, 20(3), 472-496. https://citejournal.org/volume-20/issue-3-20/science/toward-a-productive-definition-of-technology-in-science-and-stem-education.This theoretical article synthesizes 30 years of scholarship, to elucidate evolving perspectives on technology’s role in science and STEM education. The authors argue that viewing technology as the tools and practices used by scientists, mathematicians, and engineers is particularly relevant for K–12 STEM education, while emphasizing that teachers’ beliefs, experiences, and instructional goals ultimately shape how these perspectives are enacted in practice.
  • Brianza, E., Schmid, M., Tondeur, J. & Petko, D. (2022). Situating TPACK: A systematic literature review of context as a domain of knowledge. Contemporary Issues in Technology and Teacher Education, 22(4), 707-753. https://citejournal.org/volume-22/issue-4-22/general/situating-tpack-a-systematic-literature-review-of-context-as-a-domain-of-knowledge/ This article provides a systematic review of literature conceptualizing context as a distinct domain of knowledge (XK) within the TPACK framework. By foregrounding the role of context, the authors extend existing conceptualizations of TPACK and advocate for a more nuanced understanding of teacher knowledge. This work has important implications for research on teacher expertise and professional development.

Beyond conceptual works, we have also published studies that reflect leading scholarship on how educators prepare preservice and in-service teachers to adopt and integrate emerging technologies in ways that support disciplinary teaching and learning. Collectively, these studies illustrate the rapid pace of technological change and its influence on educational practice over time. Earlier issues of the CITE Journal, for instance, indicated significant focus on technology integration through tools and approaches such as video production, digital storytelling, virtual field experiences, virtual manipulatives, digital badges, and social media platforms (e.g., Twitter and Instagram). Examples of this research agenda can be found in the following articles:

  • Krutka, D.G. & Damico, N. (2020). Should we ask students to Tweet? Perceptions, patterns, and problems of assigned social media participation. Contemporary Issues in Technology and Teacher Education, 20(1), 142-175. https://citejournal.org/volume-20/issue-1-20/general/should-we-ask-students-to-tweet-perceptions-patterns-and-problems-of-assigned-social-media-participation/ This study examined the use of a social media assignment that introduced 60 pre- and in-service teachers to professional learning networks (PLNs) through Twitter. The authors found that while participants were positive about the relational and relevant aspects of using Twitter, their engagement remained limited to course requirements and did not continue after the end of the class. The authors argue that social media integration in teacher education should prioritize meaningful, immediate professional engagement rather than attempting to build long-term PLNs for future use.
  • Shelton, C., Schroeder, S. & Curcio, R. (2020). Instagramming their hearts out: What do edu-influencers share on instagram? Contemporary Issues in Technology and Teacher Education, 20(3), 529-554. https://citejournal.org/volume-20/issue-3-20/general/instagramming-their-hearts-out-what-do-edu-influencers-share-on-instagram/ This study examined the Instagram content shared by 18 K–12 educator influencers from the Teach Your Heart Out™ collaborative during the 2019 back-to-school season. The authors found that influencers primarily used Instagram to promote products and themselves, motivate teachers, encourage engagement, and advocate for classroom practices. While some influencers engaged in productive use of the platform (e.g., fostered professional networking, shared valuable resources) others focused heavily on self-promotion with limited connection to critical social issues. The findings highlight both the opportunities and limitations of educator influencer culture and underscore the importance of developing teachers’ critical digital literacies when engaging with social media for professional learning.

Subsequent issues reflected a shift to interactive and immersive technologies, as well as approaches that engage teachers and students as designers of digital content. This scholarship focused on simulations, virtual reality, computational thinking, computer science education, and AI, highlighting the importance of preparing educators to engage critically with emerging technologies both as users and producers. Examples of this scholarship can be found in the following articles:

  • Abbitt, J. & Davis, D. (2021). An investigation of preservice teachers’ integration of an immersive virtual reality technology. Contemporary Issues in Technology and Teacher Education, 21(3), 834-858. https://citejournal.org/volume-21/issue-3-21/current-practice/an-investigation-of-preservice-teachers-integration-of-an-immersive-virtual-reality-technology/ This study examined how preservice teachers designed VR-based learning activities as immersive virtual reality technologies evolved. The authors analyzed participants’ lesson plans found differences across VR platforms, with most activities reflecting basic levels of technology integration. The findings offered insights for strengthening teacher preparation in the use of emerging technologies.
  • Howell, H., Mikeska, J., Lottero-Perdue, P., Shekell, C., Kinsey, D., Lee, C., Reich, J., Maltese, A., Park Rogers, M., Cross Francis, D., Kaur Bharaj, P. & Halder, S. (2025). Exploring the use of simulations in secondary mathematics and science methods courses. Contemporary Issues in Technology and Teacher Education, 25(3), 468-515. https://citejournal.org/volume-25/issue-3-25/general/exploring-the-use-of-simulations-in-secondary-mathematics-and-science-methods-courses/ This study examined the use of two scaffolded, simulation-based approaches to help secondary mathematics and science preservice teachers learn to facilitate argumentation-focused discussions. Across six institutions, participants and teacher educators reported positive experiences and supported continued use of the approach. Findings demonstrated improvements in participants’ beliefs about their preparedness to teach mathematics and science content, while evidence of growth in their understanding of argumentation was limited.
  • Jocius, R., O’Byrne, I., Blanton, M., Albert, J., Joshi, D. & Robinson, R. (2021). Leveraging virtual professional development to build computational thinking literacies in English language arts classrooms. Contemporary Issues in Technology and Teacher Education, 21(4), 626-654. https://citejournal.org/wp-content/uploads/2021/10/v21i4Englishlanguagearts2.pdf This study examined a virtual professional development program designed to help middle and high school teachers integrate computational thinking (CT) into their subject areas. Focusing on English language arts teachers specifically findings revealed that participants successfully applied what they learned to infuse CT into existing curricula. However, teachers varied in how they adapted and implemented CT-related pedagogical strategies in their classrooms.
  • Trust, T., Maloy, R., Xu, C., & Pelletier, K. (2025). Civic education in the age of AI: Should we trust AI-generated lesson plans? Contemporary Issues in Technology and Teacher Education, 25(3), 418-442. https://citejournal.org/volume-25/issue-3-25/social-studies/civic-education-in-the-age-of-ai-should-we-trust-ai-generated-lesson-plans/ This study evaluated lesson plans generated by ChatGPT, Gemini, and Copilot for eighth-grade U.S. and Massachusetts Government Civic Life curriculum standards. Analysis of more than 2,200 AI-generated learning activities found that the lesson plans rarely promoted higher-order thinking skills or incorporated diverse perspectives. The findings highlight the need for teachers to review and revise AI-generated lesson-plans to create more expansive and critical learning experiences.

To advance scholarship on emerging areas of educational technology, section editors have also curated special issues that brought together collections of articles focusing on timely and impactful topics. Some notable special issues included the following:

  • Redefining Technology Leadership in Education: A Multidimensional Perspective for Diverse Stakeholders in K-12 and Higher Education (CITE-Current Research)
  • Critical Perspectives on Digital Platforms in ELA Teacher Education (CITE-English Education)
  • Design Pillars for Technology-Infused Teacher Preparation Programs (CITE-General)
  • From Connected Learning to Connected Teaching (CITE-English Education)
  • Digital Texts and How to Teach Them (CITE-English Education)

In addition to disseminating rigorous scholarship, the CITE Journal has undertaken two significant initiatives aimed at strengthening its capacity to serve the evolving needs of the field. First, following extensive deliberations, the journal merged the CITE-General and CITE-Current Practice sections into a new unified section, CITE-Current Research, which continues to be sponsored by SITE. Historically, both sections published scholarship addressing broad issues in technology and teacher education that were not tied to a specific disciplinary area. While CITE-Current Practice was originally intended to feature scholarship focused on timely and emerging issues, the distinction between the two sections became increasingly unclear over time, creating challenges for authors and reviewers. The launch of CITE-Current Research streamlines the submission and review process, provides greater clarity for contributors, and strengthens the journal’s ability to publish high-quality, peer-reviewed research that addresses both foundational and emerging issues in educational technology and teacher education.

Second, in 2022, CITE Journal launched Objects to Think With (https://citejournal.org/category/objects-to-think-with) a new section sponsored by the ITEEA. This innovative section responds to the growing importance of maker-spaces and digital fabrication in K–12 education by providing a venue for practitioner-oriented scholarship focused on the use of these tools. In addition to a peer-reviewed article describing the instructional application and implementation of a design, each submission includes an open-source CAD file and accompanying instructional resources, such as fabrication and assembly guides, lesson plans, and instructional videos. By combining scholarly inquiry with openly shared design artifacts, CITE-Objects to Think With expands the journal’s impact beyond traditional research dissemination and supports educators in adopting and adapting emerging technologies for classroom use.

Emphasizing Issues of Diversity and Equity in Technology and Teacher Preparation

The emergence of AI has further highlighted concerns related to diversity, equity, and inclusion in education. Although AI offers significant opportunities to expand educational opportunities, its use also raises important concerns related to bias, representation, privacy, and access. As a result, preparing teachers to use AI effectively requires more than technical competence; it necessitates a critical understanding of how AI systems can both reduce and reinforce existing educational inequities (U.S. Department of Education, Office of Educational Technology, 2023).

Teacher education programs play a vital role in developing educators’ capacity to evaluate AI tools, identify potential biases, and make informed, ethical decisions about their use in teaching and learning (Cherner et al., 2026). As AI becomes increasingly embedded in educational contexts, the need for research on equitable, responsible, and culturally responsive uses of technology has become even more pressing. In this regard, the rise of AI reinforces the journal’s longstanding commitment to advancing scholarship at the intersection of technology, equity, and teacher education. Over the past 9 years, the CITE Journalhas published a range of articles that have contributed to these important conversations. Recent examples include the following:

  • Kennedy, K. J., & Castek, J. M. (2025). Empowering ELA teachers: Recommendations for teacher education in the AI era. Contemporary Issues in Technology and Teacher Education, 25(1), 1-31, https://citejournal.org/volume-25/issue-1-25/english-language-arts/empowering-ela-teachers-recommendations-for-teacher-education-in-the-ai-era/. This study examined how discussions of genAI tools in K–12 English language arts classrooms shape relationships among teachers, students, and technology. Drawing on critical literacy perspectives and sociocultural practice, the authors analyzed qualitative data, including interviews and artifacts from early career ELA teachers. The authors found that teachers are often excluded from key decisions about AI adoption, with narratives largely driven by technology companies, policymakers, and administrators. The authors emphasize the importance of preparing teachers to critically evaluate AI tools, address equity concerns, and maintain pedagogical autonomy while integrating AI into teaching and learning.
  • Allen, A., & Hicks, D. (2025). Editorial: There’s an elephant in the history classroom: Rethinking GenAI through technocuriosity. Contemporary Issues in Technology and Teacher Education, 25(3), 409-417. https://citejournal.org/volume-25/issue-3-25/social-studies/editorial-theres-an-elephant-in-the-history-classroom-rethinking-genai-through-technocuriosity/ This article examines how history educators are navigating genAI amid uncertainty and rapid technological change. The authors draw insights from a professional development program about GenAI to introduce technocuriosity, a conceptual and methodological stance that encourages experimentation, critical inquiry, and ethical reflection. They authors argue that educators should play an active role in shaping how AI is integrated into teaching and learning, recognizing its potential to influence classroom practices and educational futures.

Next Chapter of CITE Journal

When it comes to teachers and technology, education has a long and complicated history. Despite decades of substantial investment in educational technology, research has consistently documented its limited transformative impact on classroom practice (Cuban, 2001). When computers first entered K-12 schools, they promised to provide unprecedented access to information beyond what was typically available within individual schools and classrooms, release teachers from routine tasks, and promote new opportunities for student individualized instruction. More than four decades later, however, technology has largely been incorporated into existing educational structures instead of fundamentally transforming teaching and learning (Cuban, 2018).

Although pockets of innovation certainly exist (see U.S. Department of Education, Office of Educational Technology, 2024), these remain the exception rather than the norm. This outcome underscores that meaningful technology integration requires more than access to new tools; teachers need opportunities to learn about new technologies, design lessons that integrate these technologies in their local contexts, receive feedback, and reflect on their practice (Mouza, 2009).

History offers important lessons about technological innovation in education. As Larry Cuban (2001) has argued, educational technologies — from television and calculators to the Internet and one-to-one computing — have followed a remarkably similar cycle. New technologies arrive accompanied by promises that they will enable teachers to teach more efficiently, effectively, and equitably. When these promises fall short, disappointment follows, responsibility is frequently placed on teachers, and attention quickly shifts to the next technological innovation. Indeed, as several states reconsider the use of technologies like cell phones and set limits on screen time in schools (Carrillo, 2026; Klein, 2026), these developments serve as a reminder that educators, not technologies, are the primary drivers of educational change.

The emergence of AI has generated a level of excitement — and hype — comparable to that surrounding previous waves of educational technology. Advocates argue that AI can automate routine administrative tasks, personalize learning, and create new opportunities for teachers and students to engage with deeper questions and more meaningful learning experiences (Trust et al., 2023; UNESCO, 2024). These possibilities are compelling. Yet, unless we learn from the lessons of the past, AI risks following the same familiar pattern as prior waves of educational technology.

Since its inception, the CITE Journal has been at the forefront of efforts to reimagine teacher education through the integration of emerging technologies in teacher preparation and professional development settings. As the journal enters its next chapter, it is essential that it continues to shape the conversation on teacher education in the age of AI. Specifically, the CITE Journal could prioritize research that extends well beyond a focus on the latest AI tools to examining how AI is reshaping the knowledge, practices, and professional identities of teachers.

One important area for future scholarship is the reconsideration of teacher knowledge itself. The TPACK framework, provides a valuable foundation for this work by drawing attention to the domains of teacher knowledge most likely to be transformed by genAI (Mishra et al., 2023). Specifically, Mishra et al. have already begun to reconceptualize technological knowledge (TK), technological pedagogical knowledge (TPK), and technological content knowledge (TCK) in light of AI, while accounting for the larger context of education systems. The next step is empirical research that examines how these emerging forms of teacher knowledge develop in authentic educational settings and how they influence teacher decision-making and ultimately student learning.

Equally important is the development of teacher education approaches that prepare both preservice and practicing teachers to succeed in this new era of AI. These approaches should prepare educators to (a) evaluate and select AI tools by considering their benefits, limitations and risks in educational settings (UNESCO, 2024); (b) apply ethical principles to data use, algorithmic decision-making, and student privacy (U.S. Department of Education, Office of Educational Technology, 2023); (c) identify discipline-specific pedagogical practices through which AI can meaningfully support lesson planning, instruction, assessment, and feedback (Trust et al., 2023).; and (d) cultivate a sense of agency by designing, rather than merely using, AI-powered learning experiences and tools (Trust et al., 2023; UNESCO, 2024).

The rapid evolution of AI also requires us to rethink one of the central goals of teacher education: preparing teachers to become lifelong learners who can continuously learn and respond to emerging technologies throughout their careers (Darling-Hammond et al., 2017). GenAI systems are evolving at a rapid pace. Consequently, the challenge is not simply to prepare teachers to use today’s AI tools but to equip them with the habits of inquiry and critical reflection necessary to learn alongside technologies that will continue to emerge. AI itself may become an important resource for ongoing professional learning, enabling teachers to engage in personalized, just-in-time professional development as instructional practices, technologies, and educational standards evolve (UNESCO, 2024).

To our readers, authors, and reviewers, thank you for your trust and partnership over the past 9 years. Serving as editor has been both an honor and a privilege. The role of an editor extends beyond curating manuscripts; it is to foster conversations that shape research, inform policy, and ultimately improve educational practice. I am proud of the contributions the CITE Journal has made toward advancing these conversations and grateful to the community that has made this work possible.

I am particularly thankful for the tremendous contributions of Lynn (Bell) Pechuekonis, the CITE Journal coordinator, and the Association for the Advancement of Computing in Education (AACE). Lynn has been instrumental in maintaining the journal’s high quality and ensuring its smooth operation. Her professionalism, dedication, and unwavering support have been invaluable to the journal’s success, and I am deeply grateful for our partnership over the past 9 years.

The years ahead promise to be both exciting and consequential for technology and teacher education, and I look forward to seeing the CITE Journal continue to advance rigorous and forward-looking scholarship under the leadership of incoming editor Dr. Yi Jin.

References

Bond, M., Zawacki-Richter, Ol, & Nichols, M. (2019). Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology. British Journal of Educational Technology, 50(1), 12-63.

Carrillo, S. (2026, May 1). Several states – and the LA public schools – are setting limits on screen time. NPR. https://www.npr.org/2026/05/01/nx-s1-5791657/states-schools-restricting-screen-time

Cherner, T., Trust, T., & the National Technology Leadership Summit genAI Strand Members. (2026). Editorial: Picturing the theory of genAI: Frameworks for teaching and learning in the age of artificial intelligence. Contemporary Issues in Technology and Teacher Education, 26(1), 1-32. https://citejournal.org/volume-26/issue-1-26/editorial/picturing-the-theory-of-genai-frameworks-for-teaching-and-learning-in-the-age-of-artificial-intelligence

Cuban, L. (2001). Oversold and underused: Computers in the classroom. Harvard University Press.

Cuban, L. (2018). The flight of a butterfly or the path of a bullet? Using technology to transform teaching and learning. Harvard University Press.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.

Graziano, K. J., Foulger, T. S., & Borthwick, A. C. (2023). Editorial: Design pillars for technology-infused teacher preparation programs. Contemporary Issues in Technology and Teacher Education, 23(1), 116-123. https://citejournal.org/volume-23/issue-1-23/general/editorial-design-implications-for-technology-infused-teacher-preparation-programs

Klein, A. (2026, January 21). More states are pairing cellphone bans with media literacy instruction. Education Week. https://www.edweek.org/technology/more-states-are-pairing-cellphone-bans-with-media-literacy-instruction/2026/01

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge

Mishra, P., Warr, M., & Islam, R. (2023): TPACK in the age of ChatGPT and Generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235-251. doi: 10.1080/21532974.2023.2247480

Mouza, C. (2009). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers College Record, 111(5), 1195-1241.

Mouza, C. (2017). Strengthening the impact, novelty and diversity of research on technology and teacher education. Contemporary Issues in Technology and Teacher Education, 17(2), 154-159. https://citejournal.org/volume-17/issue-2-17/editorial/strengthening-the-impact-novelty-and-diversity-of-research-on-technology-and-teacher-education

Mouza, C., Driskell, S., Wheeler, A., Burrows, A., & Milman, N. (2021). From submission to publication: Guidance from CITE Journal editors. In R. Hartshorne, R. Ferdig, & G. Bull (Eds.), What journal editors wish authors knew about academic publishing (pp. 17-28). Association for the Advancement of Computers in Education.

Rich, P., & West, R. (2018). Rigor, influence and prestige in academic publishing. Foundations of learning and instructional design technology, chapter 46. https://lidtfoundations.pressbooks.com/chapter/rigor-impact-and-prestige/

Trust, T., Whalen, J., & Mouza, C. (2023). ChatGPT: Challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology & Teacher Education, 23(1), 1-23. https://citejournal.org/volume-23/issue-1-23/editorial/editorial-chatgpt-challenges-opportunities-and-implications-for-teacher-education

UNESCO (2024). AI competency framework for teachers. https://doi.org/10.54675/ZJTE2084

U.S. Department of Education, Office of Educational Technology, Artificial Intelligence and Future of Teaching and Learning (2023). Artificial intelligence and the future of teaching and learning: Insights and Recommendations. https://www.ed.gov/sites/ed/files/documents/ai-report/ai-report.pdf

U.S. Department of Education, Office of Educational Technology, National Educational Technology Plan. (2024). A call to action for closing the digital access, design, and use divides: 2024 National education technology plan. https://portal.ct.gov/das/-/media/das/ctedtech/publications/2025/2025-used-oet-archive/netp24.pdf

Loading