Teresa S. Foulger

Arizona State University | ASU · Mary Lou Fulton Teachers College

Colleges of education should be leading the way in using the new social media for education. Instead, they just don't get it.

Increasing numbers of teachers are using social networking websites, which are designed to build online communities for individuals who have something in common. But such websites blur the line between personal and professional conduct. The websites of some teachers have revealed conduct that others consider to be unbecoming for the profession. Thi...

MySpace and Facebook are innovative digital communication tools that surpass tradi - tional means of social interaction. However, in some instances in which educators have used these tools, public reactions to them have resulted in sanctions. With the notion that traditional ideas of privacy and teacher conduct are not yet defined in online worlds,...

Open access to this article is available at https://www.learntechlib.org/p/181966/ 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 Technolo...

https://www.learntechlib.org/primary/p/222143/ This session discusses the recommendation for a Technology Infusion SIG within the Teacher Education Council of SITE. Those in attendance had the opportunity to contribute to a draft proposal, which included initial ways a SIG could support (1) research directions for technology infusion, (2) SIG-based...

https://www.learntechlib.org/primary/p/221970/ This paper discusses the role and responsibility of educational technology faculty when designing and adopting a technology-infused preparation program. Involving faculty in this change process stems from the literature on the adoption of technology infusion in preparation programs and change theory. T...

https://www.learntechlib.org/primary/p/221972/ Panelists for this session worked together with a larger group of educational technology faculty and PK-12 professional developers to take a “deep dive” into the research and practice-based literature related to the four pillars that support a technology-infused teacher preparation program design: (1)...

Contemporary Issues in Technology and Teacher Education (CITE) 23(1). In this introductory editorial, we briefly explain the history that led to this special issue and discuss the difference between technology infusion and technology integration. We then expand on Foulger’s (2000) four pillars to a technology-infused teacher preparation program wit...

Contemporary Issues in Technology and Teacher Education (CITE) 23(1). In this concluding editorial, we summarize design considerations, as presented by the co-authors of the articles in this special issue, for the four pillars of a technology-infused teacher preparation program: (1) technology integration curriculum, (2) modeled experiences, (3) pr...

Technological pedagogical content knowledge (TPACK) was established in the literature in 2005 as a valuable framework for researchers and educators to conceptualize technology integration. The rapid adoption of TPACK has produced an abundance of scholarship that applies to the TPACK framework. Research has also served to advance the framework itsel...

Prior to this study, a testable model for the influence of contextual knowledge (XK) on teacher candidates’ intention to integrate technology into classroom instruction had not been established. We applied the Decomposed Theory of Planned Behavior (DTPB) to aid us in this effort. Our work (a) provided a theoretical conceptualization for factors of...

American Association of Colleges for Teacher Education (AACTE) Ed Prep Matters Blog. Available at https://edprepmatters.net/2021/05/educator-preparation-and-technology-taking-stock-and-looking-forward/

Panel presentation with authors from the book Championing Technology Infusion in Teacher Education

International Society for Technology in Education (ISTE) blog. Available at https://www.iste.org/explore/professional-development/developing-technology-excellence-teachers-requires-lots-practice

International Society for Technology in Education (ISTE) blog. Available at https://www.iste.org/explore/online-teacher-preparation-clinical-experiences-amid-covid-19-pandemic

International Society for Technology in Education (ISTE) blog. Available at https://www.iste.org/explore/4-action-steps-prepare-new-teachers-use-edtech

Technological, Pedagogical, and Content Knowledge (TPACK) is a widely-accepted framework for defining, conceptually, the interrelated skills required of teachers who effectively integrate technology. Research using the TPACK framework has proliferated in the literature over the past decade, including processes and instruments to assess this concept...

American Association of Colleges for Teacher Education (AACTE) Ed Prep Matters blog. Available at https://edprepmatters.net/2020/08/technology-integration-vs-technology-infusion-whats-the-difference/

Book available at https://www.amazon.com/Championing-Technology-Infusion-Teacher-Preparation/dp/1564848345/ref=sr_1_1?dchild=1&keywords=foulger&qid=1599142396&sr=8-1 In. A. Borthwick, T. Foulger, & K. Graziano (Eds.) Championing Technology Infusion in Teacher Preparation: A Framework for Supporting Future Educators, pp. 95-112. Portland, OR: Inter...

Advancing teacher preparation to full adoption of technology infusion is no small undertaking. Written by 20 experts in the teacher prep field, Championing Technology Infusion in Teacher Preparation provides research- and practice-based direction for faculty, administrators, PK-12 school partners and other stakeholders who support program wide tech...

Change that is well managed and well led is much more likely to be beneficial and accomplished more quickly. Whether institutions apply formal frameworks and theories or generic best practices, more institutions are including change management as a component of new initiatives and organizational development. We have been hoping for change. We have...

The COVID-19 pandemic has heightened the awareness that teacher educators and teacher candidates need to be prepared to teach in online learning environments. The Teacher Educator Technology Competencies (TETCs) identify the knowledge, skills, and attitudes teacher educators need for preparing teacher candidates to teach with technology. The pandem...

As design thinking expands into educational contexts, teams engaged in the process increasingly encounter situations that involve facilitating collaborative problem-solving. In design-focused workshops and other collaborative design activities, facilitators play a key role in supporting small group interactions in order to generate ideas, structure...

Every new PK-12 teacher should learn how to select and use the most appropriate technology tools so they can become proficient in teaching with technology upon entry into the field. The 2017 United States Department of Education National Educational Technology Plan states that a one-shot approach (e.g., a single course in a teacher preparation prog...

The National Educational Technology Plan claims that teacher educators are often not equipped to do their part to prepare teacher candidates to graduate as proficient users of technology for teaching and learning (U.S. Department of Education, Office of Educational Technology, 2017). Further, the plan calls on teacher educators to unite in efforts...

NOTE: The final TETCs journal article that stemmed from this conference paper is available, open access, here: http://site.aace.org/tetc/ Teacher candidates are not well prepared to teach with technology. While the stand-alone technology class attempts to prepare teacher candidates to use technology, all teacher education faculty need to be compet...

IN PROGRESS (2020). This chapter introduces the Teacher Educator Technology Competencies (TETCs) in light of technology infusion efforts and explains how teacher preparation programs and teacher educators can provide a strategic effort to help all teacher educators prepare to teach with technology, teach about technology, and support teacher candid...

All teacher candidates should have equitable, high-quality technology experiences throughout their teacher preparation programs" (Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017, p. 436). We wrote that sentence after having just completed a two-year research study resulting in the publication of the Teacher Educator Technology Com-petencies (...

Getting your work published in journals in ways that will help to advance your scholarly record is a complex and multifaceted process. This article is written for early career researchers and graduate and postgraduate students, providing practical advice about what to consider when developing a research and publication profile and establishing your...

Slykhuis, D. A., Schmidt-Crawford, D. A., Graziano, K. J., & Foulger, T. S. (2019). TETC Webinar: Applying the Teacher Educator Technology Competencies. Sponsored by the Society for Information Technology and Teacher Education (SITE). https://youtu.be/adiV46r5YKc

The 2016 National Education Technology Plan introduced a call for teacher educators to improve the technology skills of teacher candidates by integrating technology throughout their teacher preparation programs. This necessitates that all teacher educators become competent in technology instruction. As such, the Teacher Educator Technology Competen...

This paper seeks to identify a collective vision for technology infusion from teacher educators who attended the National Technology Leadership Summit in 2018, their expressed challenges to achieving that vision, and how they perceive the role of change agents within organizations to support disruptive change leading to a program-wide, program-deep...

This paper presentation describes a collective vision for technology infusion from teacher educators who attended the National Technology Leadership Summit in 2018, their expressed challenges to achieving that vision, and how they perceive the role of change agents within organizations to support disruptive change leading to a program-wide, program...

This study documents the collaborative research process that was used to develop technology competencies with related criteria for teacher educators. The methodology involved three phases: (1) crowdsourcing of literature, (2) a Delphi method to gain expert feedback for revisions, and (3) an open call for public comment to finalize the list of compe...

This paper seeks to identify a collective vision for technology infusion from teacher educators who attended the National Technology Leadership Summit in 2018, their expressed challenges to achieving that vision, and how they perceive the role of change agents within organizations to support disruptive change leading to a program-wide, program-deep...

Most colleges of education employ a standalone technology integration course as a part of their teacher preparation programs. But in a 2016 higher education brief associated with the National Educational Technology Plan, the U.S. Department of Education suggested this approach is limiting for teacher candidates and charged teacher educators to devi...

Schmidt-Crawford, D. A, Foulger, T. S., Graziano, K. J., & Slykhuis, D.A. (2019). Research methods for the people, by the people, of the people: Using a highly collaborative, multimethod approach to promote change. Contemporary Issues in Technology and Teacher Education, 19(2). Retrieved from https://www.citejournal.org/volume-19/issue-2-19/general...

In a 2-year longitudinal study, we examined the effectiveness of a new technology-infused approach for teaching technology integration (TI) skills to teacher candidates. In the new approach, we infused learning to teach with technology into program methods courses. We measured candidates' understanding of various Technological Pedagogical Content K...

With concern about how to improve the method by which teacher candidates learn to teach with technology, four teacher educators created a list of competencies that all teacher educators would need to develop. The Teacher Educator Technology Competencies (TETCs) were created with input from other teacher preparation experts and educational technolog...

In the new National Education Technology Plan from U.S. Department of Education Office of Educational Technology, a claim is made that school districts cannot consistently count on teacher educators to help new teachers develop their ability to teach with technology. This panel presentation examines five innovative approaches to addressing this con...

Many educational technology proponents support the TPACK model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participat...

This research paper documents the collaborative research process that was used for developing technology competencies with related criteria for teacher educators. The research methodology involved three stages: (1) crowdsourcing of literature, (2) a Delphi method to gain expert feedback for revisions, and (3) an open call for public comment to fina...

Teacher Educator Technology Competencies (TETCs) were developed via a highly collaborative research process involving national and international teacher educators. The resulting competencies will support teacher preparation programs moving towards a technology infusion model. In this interactive session, participants discussed possible implications...

Preservice teachers should be better prepared to teach with technology from day one when they enter the profession (U.S. Department of Education, Office of Educational Technology, 2017). Teacher preparation curricula along with teacher educators' use of technology for teaching and learning, impact preservice teachers' use of technology in future pr...

Teacher Educator Technology Competencies (TETCs) were developed via a highly collaborative process involving many teacher educators, professional associations, and experts in the field. The research team conducted this study using the Delphi methodology with 17 participants who were tasked with identifying a comprehensive list of TETCs and related...

The way preservice teachers learn to use technology within their practice varies widely depending on the learning opportunities available (e.g., technology-infused teacher preparation program vs. standalone education technology course), and the knowledge, skills, and attitudes of the teacher educators within their teacher preparation programs. Curr...

We compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. Candidates all i...

We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were...

Wearable personal learning technologies can gather data from the person wearing the device or from the surrounding environment and enable that data to be transferred to another device or shared via the cloud. Wearable technologies can serve as a valuable asset in the classroom enhancing differentiation of instruction and student engagement. They al...

This action research study involves two cycles of investigation of Research Day an event at the end of each semester where doctoral students share their latest cycle of action research focused on a problem of practice they are facing. The study sought to understand students’ perspectives of Research Day in terms of its instructional intention, how...

Crowdsourcing as a method of collaboration, in order to address policy and larger change efforts. Available at http://www.tandfonline.com/doi/full/10.1080/21532974.2014.927205#.U_P_bkikVxE

Access to and use of mobile technologies are growing exponentially. The authors of this study identified four schools of education in the United States that self-identified as having a fully implemented curriculum for teachers on mobile technology use in PK–12 classrooms. In-depth interviews were conducted with a representative from each institutio...

In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of th...

The purpose of this study is to establish a snapshot of the extent to which teacher educators are preparing teacher candidates to use mobile learning technologies in PK–12 class-rooms, with the goal of drawing more teacher credentialing institutions into the conversations surrounding this initiative. We used a questionnaire consisting of open-ended...

National Technology Leadership Summit outcome, promoting tpack and science integration. See http://www.learningandleading-digital.com/learning_leading/201308?pg=23#pg23

This article advocates for the use of social networking tools as a way for teachers and students to enrich learning possibilities. While some school systems resist the use of social networking tools for learning purposes, others are moving forward with this idea. There is clearly a need for policy that will guide the decision-making and pedagogical...

The purpose of this study is to establish a snapshot of the extent to which teacher educators are preparing teacher candidates to use mobile learning technologies in PK–12 classrooms, with the goal of drawing more teacher credentialing institutions into the conversations surrounding this initiative. We used a questionnaire consisting of open-ended...

This paper was a result of the iTEACH study at Arizona State University, and represents the first steps in change toward programmatic curriculum for ed tech from a stand-alone educational technology course. The conference paper preceding this article received the Research Paper Award from the International Society of Technology in Education for 201...

Dispute about professional doctoral programs in education has increased, with much hinging on the design of educational doctorate (EdD) programs. In this study, the first cohort of graduates responded to a new, innovative EdD program designed to develop them as leaders, scholars, and practitioners. Twenty graduates completed an exit survey, and a c...

This study examines innovative technology uses of proficient doctoral students in action research and uses the findings for doctoral program planning and revision. The authors conducted an environmental scan of students’ uses of technology to support th eir work throughout the dissertation process. They identified one to three students in each phas...

This study was instigated when 12 teacher education students expressed four concerns about their hybrid courses (part online, part face-to-face) to the college dean. In an effort gain the perspective of the broader population of students so instructors could improve this delivery method in the college, faculty-researchers sought input related to th...

This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University's College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies and to help them transform their pedagogy to leverage the affordances provided through the integration...

This article is a scholarly reflection of a novice researcher conducting an action research investigation as a professional developer working with a group of elementary teachers. By the third analysis cycle, the researcher-practitioner became overwhelmed due to the amount and variety of qualitative data, and to the additional complexities caused wh...

In this paper researchers investigate the ways in which redesigning a course to be delivered in a hybrid format that blends face-to-face and online course delivery instigated changes in instructional practice. In addition, researchers explored instructor perceptions about the relative strengths and weaknesses of teaching a face-to-face versus hybri...

This chapter reviews the capabilities of social networking tools and links those capabilities to recent legal and ethical controversies involving use of social networking tools such as Facebook and MySpace. A social cognitive moral framework is applied to explore and analyze the ethical issues present in these incidents. Three ethical vulnerabiliti...

My Space and Facebook are innovative digital communication tools that surpass traditional means of social interaction. However, in some instances in which educators have used these tools, public reactions to them have resulted in sanctions. With the notion that traditional ideas of privacy and teacher conduct are not yet defined in online worlds, t...

University instructors discuss a required educational technology course in a teacher education program and the impact of two forces: (a) Technological Pedagogical and Content Knowledge, commonly known as TPACK (Misha & Koelher, 2006), and (b) action research data. Over the past two semesters, two new assignments have been instituted based on these...

Keeping-up with progressing technology tools has been a troublesome issue for educational technology instructors for over ten years as they endeavor to prepare beginning teachers to integrate technology in their future classrooms. This paper promotes instructors’ ideas about behaviors of 21st century teachers, and explores efforts to support their...

This chapter reviews the capabilities of social networking tools and links those capabilities to recent legal and ethical controversies involving use of social networking tools such as Facebook and MySpace. A social cognitive moral framework is applied to explore and analyze the ethical issues present in these incidents. Three ethical vulnerabiliti...

This chapter reviews the capabilities of social networking tools and links those capabilities to recent legal and ethical controversies involving use of social networking tools such as Facebook and MySpace. A social cognitive moral framework is applied to explore and analyze the ethical issues present in these incidents. Three ethical vulnerabiliti...

The purpose this study was to explore how a veteran first-grade teacher collaboratively negotiated the implementation of a project with her students while, at the same time, addressed grade-level standards. Researchers investigated the teacher’s strategies for integrating the district’s standards into project topics, investigative activities, and f...

Pre-service teachers faced an old problem with new possible solutions by working collaboratively to learn new technologies and changed the way they react to new tools. This approach required students to explore technologies independent of instructors - with peers in small groups. Instructors believe the learning activities implemented in this proje...

Results from this study suggest teachers believe technology may provide English language learners (ELLs) an advantage in developing writing skills. Using a theoretical framework by Hadaway, Vardell, and Young (2002) citing seven teacher practices that support the writing of ELL students when writing processes are embedded in real-world activities,...

This paper investigates the questions and considerations that should be discussed by administrators, faculty, and support staff when designing, developing and offering a hybrid (part online, part face-to-face) degree program. Using two Web questionnaires, data were gathered from nine instructors and approximately 450 students to evaluate student an...

This paper describes the results of Filling the Gap with Innovations, a study of a higher education professional development model used to infuse a teacher education program with technology innovations in order to address curriculum gaps. Professional educators at the university level are not traditionally collaborative. Yet, when an assessment of...

This paper is a report on the findings of an action research study that explored a non-traditional professional development process involving five elementary teachers working as a community in collaboration with a professional developer. The group's interactions focused on the creation and teaching of a unit that integrated technology. Qualitative...

This paper is a report on the findings of an action research study that explored a non-traditional professional development process involving five elementary teachers and a professional developer working as a collaborative community. The interactions within the group focused on the creation and teaching of a three week thematic unit across grade le...