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"Abstract The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator Technology Competencies (TETCs). The TETCs define the competencies (knowledge, skills, and attitudes) all teacher educators need in order to support teacher candidates as they prepare to become technology-using teachers. The TETCs shed light on the roles and responsibilities of teacher educators who address technology within their courses. A highly collaborative research approach was used to develop the TETCs which involved the crowdsourcing of technology-related literature, a Delphi method for expert feedback, and an open call for public comment. As a result, 12 competencies with related criteria were identified. The TETCs should be viewed as a first step in a larger reform effort to better address technology integration in teacher preparation programs. The release of the TETCs provides future research opportunities including, but not limited to, implications for course design, relevant faculty development for teacher educators, and policy implications."

Abstract - "Teacher educators have increasingly integrated social media into their education courses with aims including improving instruction and preparing students for a connected world. In this study, the authors sought to better understand the possibilities and challenges of scaffolding 60 pre- and in-service teachers across two universities into professional learning networks (PLNs) through a social media assignment. Participants analyzed educator practices, participated in, and envisioned future uses of teacher Twitter. Consistent with previous studies, education students were positive about the relational and relevant aspects of Twitter use. However, students' participation did not mimic the participatory cultures of affinity spaces often reported by connected educators in the literature. Instead, participants tweeted around deadlines and quit using their accounts for professional education purposes once the class ended. In contrast to recent literature, this article argues that social media integration for education students should focus on relational and relevant engagements and content, as opposed to attempting to build social media augmented PLNs for unknown futures."

" Using TPCK with digital story issues in educational technology Abstract Digital storytelling is recognized as a motivating students in critical thinking and reflective learni ng storytelling are readily available and much easier to use today than they were in years pa convergence of these facto rs has facilitated the inclusion of digital storyte lling in p educational technology courses . Some researchers have expressed concern over approach technology instruction over careful consideration of the educational value of the tool, speculating that such are unlikely to result in powerful uses of technology in schools. Mishra and Koehler (2006) proposed a conceptual framework technology an d pedagogy. With emphasis on the development of Content Knowledge (TPCK) , the model reframes for pre-service teachers. This case stud framework to a digital storytelling project in an u ndergraduate teacher education course. Keywords: digital storytelling, educational technology, Techn ological Pedagogical Content Knowledge, TPCK Journal of Instructional Pedagogies TPCK with Digital Storytelling digital story tell ing to investigate contemporary issues in educational technology "

Sign-up for the 30-day, but a year - free! Here's info I got in an email notification: We are glad to announce a free WizIQ individual membership for K-12 and College teachers. To be eligible for this offer, teachers need email addresses associated with their educational institutes (e.g., aprofessor@college.edu or ateacher@adistrict.k12.ma.us.) If you are a teacher from K12 or a College, apply and claim your free membership by following the steps below: Steps to get free WizIQ membership: 1.Sign up for a 30-day trial by clicking on the 'Apply now' button below 2. Verify your email address from your email inbox 3. You'll receive a confirmation email from us once your free membership is approved Apply now  WizIQ's free teacher accounts give educators at accredited institutions access to a range of teaching tools. To many educators, the virtual classroom for which WizIQ is best known only means live classes, which they might not need considering they see their students in person every day. But with the WizIQ Virtual Classroom teachers can also: Offer online courses for their school Run virtual office hours and homework help Run summer school online to address transportation and facilities issues Give AP students a jumpstart with virtual summer class sessions Let athletes or homebound students work with their classes, live, even if they can't be there Easily set up classes - without IT help Bring subject matter experts into their classrooms virtually Support group and project-based learning Engage hard-to-reach parents with: Virtual parents' nights Virtual conferences Adult education and community outreach Virtual math and literacy nights Broadcast live school committee meetings on the web Record lectures or flip their classrooms Conduct virtual field trips Run professional development when and where staff are available Share teaching resources among schools Teachers can take full advantage of every WizIQ feature, including screen-sharing, polling, video-confe

"Web 2.0 How-To for Educators explores the very best online collaborative tools available today (including blogs, wikis, and social networking) and Web 2.0 applications (Skype, Google Earth, Wordle, and more) that make a difference in education. Using a simple formula for each concept, the book describes what the tool is, when teachers should use it, why it is useful, who is using it, how you can use the tool, and where you can find additional resources. Practical examples from educators around the world offer an abundance of ideas, and the recommendations for further information and comprehensive lists of Web 2.0 tools and applications will be valuable resources as you integrate Web 2.0 technology in your classroom. "

Little is known about the population of educators who teach online, especially with relationship to preparation from their teacher education programs. This article discusses the results of a national survey of K-12 online teachers from across the nation to ascertain how prepared they felt they were with regard to three key areas: technology, pedagogy, and content, including combinations of these domains, as described by the technological pedagogical content knowledge framework (Mishra & Koehler, 2006). Overall, K-12 online teachers indicated that they felt the most prepared in the areas of pedagogy, content, and pedagogical content. They felt least prepared in the areas of technology, including technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge. Implications for the field of teacher education are discussed, including the need to more fully integrate technology within the coursework and field experiences of teacher candidates, and the need to create courses, or specific modules within existing courses, to address topics of importance to virtual teaching.

I found this by chance just exploring around. If you check the SUPPORT section on the VoiceThread site, you will find a list of publications. They posted a collection of abstracts with links of scholarly articles written about using VoiceThread for language learning, K-12, higher education and professional development. I just skimmed through the lists, and some of the articles are accessible, while some are behind a password.

The Award recognizes content written by educators, for educators, that inspires readers to engage, innovate, and discuss.

Bilingual Education 

Speaking practice: asking questions and answering questions about one's education. Making small talk about where one has been educated.

Short and practical activities to practice speaking. Great!

Want to know more about technology?  Follow these famous educators!

The K-12 educators in this study engaged in true dialogue, where evidence of actual conversation occurred in Twitter over 61% of the time. Additionally, over 82% of the time, the educators in this study chose to follow other educators or content experts related to their field of teaching so they were able to create a personal learning network meaningful to their professional needs.

This article talks about the ways in which a PLN helped educators eventually connect their classes via Skype. Students might not use Twitter, but Twitter connected educators.

Top 25 edu Policy/Media Tweeters and the Top 25 Educator Tweeters - you could find people to follow on Twitter here.

"On International and national levels, a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu)."

Too many apps to sort through to find an educationally useful one?  Here's a database that is "a central resource to assist educators looking for mobile apps to facilitate the learning process" - the TBR dLearning Initiative.

This report provides national estimates about distance education courses in public school districts. The estimates presented in this report are based on a district survey about distance education courses offered by the district or by any of the schools in the district during the 2009-10 school year.

I saw this http://novemberlearning.com/blc-education-conference-2014/ and perceived it to be a PLN worth checking out!

Fascinating interview of Michael Horn (co-founder of a non-profit innovation think tank) and Vibhu Mittal (CEO of Edmodo) on the impact of social learning networks such as Edmodo on the classroom. Some topics covered: blended learning, privacy and student data, collaboration between teachers and between students, personalized learning.