Rick Voithofer

TL;DR: The finding that technology knowledge and institutional support are important mediators, predicting TPACK and ISTE standard alignment is significant, and suggests that institutions should provide targeted support to teacher educators across disciplines and should adopt coherent technology frameworks for their programs.

TL;DR: This paper used the concept of materiality to demonstrate how the conceptualization of inquiry through digital representations can be theorized through the histories and discourses of multiple media, computer technologies, research methodologies, epistemological positions, new literacies, and current social and cultural contexts to highlight emerging concerns in education research.

TL;DR: Following the publication of David Solomon as mentioned in this paper, several readers inquired asking for more concrete information on the meaning of postmodernism and its implications for practice and research in instructional technology, and they agreed to examine a draft, on which Iprovided feedback and encouragement tocontinue.

TL;DR: A survey of 842 teacher educators at 541 different institutions across the 50 US states that examined the state and direction of technology integration preparation in accredited teacher education programs was conducted by as discussed by the authors.

TL;DR: The authors traces discursive formations surrounding educational technology, equity, and inclusion that have emerged or have been amplified through national policies and initiatives in the U.S., including the Preparing Tomorrow's Teachers to Use Technology (PT3) research grant program, NCLB, the Ed Tech state funding program, the Partnership for 21st Century Skills, and the 2005 National Educational Technology Plan.