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"Forget devices, the future of education technology is all about the cloud and anywhere access. In the future, teaching and learning is going to be social", says Matt Britland... "iPads and other mobile technology are the 'now'. Although, they will play a part in the future, four years ago the iPad didn't even exist. We don't know what will be the current technology in another four. Perhaps it will be wearable devices such as Google Glass..."

Use of technology for educational purposes has evolved in such a way that it started intimidating students. Apparently, some guys designed a software which, supposedly, is capable of predicting student failure in advance. Although the designers had planned to introduce this program to forewarn the learners who were likely to underachieve before it was too late, a good number of students started complaining that "the data [would] be used to label them before they [had] a chance to make their own impression on a teacher". Issues of digital redlining and privacy were raised by many students whereas the proponents, many of whom are teachers, continue to argue that the program was designed only to "help educators find and help students at risk of failure".

Let's try to locate this book at the library. Looks like a good read.

I saw this book at the library but have not been examine it yet. I want to offer another book that I have raised a loan from the library. http://www.amazon.com/Considerations-Technology-Teachers-Best-JRTE/dp/1564842738/ref=sr_1_1?ie=UTF8&qid=1362518933&sr=8-1&keywords=Considerations+on+technology+and+teachers+%3A+the+best+of+JRTE

Very interesting indeed! It would be helpful if the author illustrated further the data analysis process, including coding. One challenge working with self-report data is that it's self reported. It's important to add more direct data sources for triangulation purpose, analyses of documents, e.g., lesson plans, in this particular case with preservice teachers. I would recommend observations. In fact, Evrim and I have been working with a few colleagues on an observation study among exemplary teachers with technology integration with the goal to visualize TPACK. That's one of the focuses in my dissertation. I designed a TPAKC-in-Action model to guide the CALL teacher education workshops and conducted them with inservice English teachers in Taiwan. After completed those workshops, I went to teachers' classrooms and observe their teaching. There have been some interesting and amazing findings and results! Will share more with everyone in June. Before then,...

This is an interesting website that includes information about top 25 universities' onlive teacher education course.

Serious games improving teacher education.

A short yet well curated list of most commonly used educational social networking sites.

This infographic lists usage purposes of technology for teachers.

Let's congragulate Sedef for her success in getting the TUBİTAK grant. She will conduct TPACK workshop with the in-service teachers. Check out the link!

Thank you for your sharing Tuğba !!! more than 50 teachers applied the project at the first day of project announcement :D at this time only 24 teacher will participate in the project. I hope your friend will be chosen!!! what is her name? :D

You're welcome! Her name is Demet but I am not sure she's applied to workshop yet, because she is a bit busy all the time :).

There is TPACK standards for each of the course. As a mathematics teacher I found this and I want to share this with you. From the link, one can also downlad the pdf version. Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning, C., Özgün-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education [Online serial], 9(1).

This chapter is from the handbook of "Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches" http://www.amazon.com/Educational-Technology-Teacher-Knowledge-Classroom/dp/1609607503 I am curious about this book:) and its chapters.

It is interesting to notice that this research study has also similar findings in terms of the problems and weaknesses in FATIH Project. It was conducted with information technologies guide teachers and it reached similar results as the lack of training for both teachers and students, and the lack of required materials to be used by both teachers and students.

a list of some of the tech tools, including some that are becoming increasingly popular and widely used, that should be part of any teacher's tech tool arsenal this year, whether for their own personal use or as educational aids in the classroom.

This article empahizes benefits of TPACK in integrating technology into special education and also suggests implications for preservice teacher education.

I founded a book containing so many proceedings related with Information Technologies in Teacher Education published by Unesco. In terms of TPACK framework, just pedagogy aspect is missing in these articles=)

As recent educational research (including educational technology) has implied, context is extremely important to TPACK framework. By "context" it is usually meant classroom, teacher, student, and societal factors. Therefore, the complexities of TPACK do not develop in isolation but in a complex and dynamic relationship with all those contextual factors. However, this study shows that context is usually missing from research about TPACK. In this direction, Rosenberg and Koehler (2015) underscore the importance of including contextual factors in TPACK research and of showing the role of context on teachers' knowledge and practice in terms of technology integration. Personally speaking, I believe TPACK research should not only focus on survey findings but also should be accompanied by complex qualitative data focusing on micro and macro contextual factors.