Teresa S. Foulger

Teresa S. Foulger
Arizona State University | ASU · Mary Lou Fulton Teachers College

Ed.D. in Educational Technology

About

80
Publications
34,822
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1,109
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Introduction
Teresa S. Foulger is an associate professor of educational technology and a program coordinator for educational studies in the Mary Lou Fulton Teachers College at Arizona State University. She is expert in educational transformation, and seeks to advance the use of technology in learning environments. Her research interests address the use of technology in education and include technology integration, technology infusion, professional development, and organizational change. Among her research and development projects, she recently lead a national effort to create the Teacher Educator Technology Competencies (TETCs) (2017).
Additional affiliations
August 2004 - present
Arizona State University
Position
  • Professor (Associate)

Publications

Publications (80)
Article
Full-text available
Colleges of education should be leading the way in using the new social media for education. Instead, they just don't get it.
Article
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...
Article
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,...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Research
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/
Presentation
Full-text available
Panel presentation with authors from the book Championing Technology Infusion in Teacher Education
Research
International Society for Technology in Education (ISTE) blog. Available at https://www.iste.org/explore/professional-development/developing-technology-excellence-teachers-requires-lots-practice
Research
International Society for Technology in Education (ISTE) blog. Available at https://www.iste.org/explore/online-teacher-preparation-clinical-experiences-amid-covid-19-pandemic
Research
International Society for Technology in Education (ISTE) blog. Available at https://www.iste.org/explore/4-action-steps-prepare-new-teachers-use-edtech
Conference Paper
Full-text available
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...
Research
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/
Chapter
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...
Book
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...
Chapter
Full-text available
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...
Chapter
Full-text available
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...
Article
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...
Conference Paper
Full-text available
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...
Conference Paper
Full-text available
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...
Conference Paper
Full-text available
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...
Chapter
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...
Article
Full-text available
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 (...
Article
Full-text available
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...
Presentation
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
Conference Paper
Full-text available
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...
Article
Full-text available
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...
Presentation
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...
Conference Paper
Full-text available
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...
Conference Paper
Full-text available
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...
Article
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...
Article
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...
Article
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...
Conference Paper
Full-text available
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...
Conference Paper
Full-text available
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...
Article
Full-text available
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...
Conference Paper
Full-text available
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...
Presentation
Full-text available
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...
Conference Paper
Full-text available
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...
Conference Paper
Full-text available
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...
Article
Full-text available
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...
Article
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...
Article
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...
Article
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...
Article
Full-text available
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...
Article
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
Article
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...
Article
Full-text available
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...
Article
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...
Article
Full-text available
National Technology Leadership Summit outcome, promoting tpack and science integration. See http://www.learningandleading-digital.com/learning_leading/201308?pg=23#pg23
Article
Full-text available
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...
Article
Full-text available
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...
Article
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...
Article
Full-text available
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...
Article
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...
Article
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
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...
Chapter
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...
Article
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...
Article
Full-text available
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...
Article
Full-text available
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...
Chapter
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...
Chapter
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...
Article
Full-text available
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...
Article
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...
Article
Full-text available
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,...
Article
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...
Article
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...
Article
Full-text available
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...
Article
Full-text available
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...

Questions

Question (1)
Question
Ed Tech/Teacher Educators:
Our article on the shift from a stand-alone educational technology course to a program-wide ed tech curriculum we call *technology infusion,* is getting a lot of attention.
Learn from our SUCCESS (and DILEMMAS!).
Taylor and Francis is offering free download until Dec 2015.

Projects

Projects (7)
Archived project
Preface: Champions as Water Carriers: Prioritizing Technology Infusion in Teacher Preparation. In A. Borthwick, T. S. Foulger, & K. J. Graziano (Eds.) Championing Technology Infusion in Teacher Preparation: A Framework for Supporting Future Educators, pp. xxiii-xl). Portland, OR: International Society for Technology in Education. 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 research, articles, and even books that clarify the concepts and strategies for leadership and change. But what we need are champions-a champion at each institution who brings vision, motivation, and tenacity, and who is supported by a culture that embraces innovation. Infusing technology in teacher preparation is the vision. Hard work will be required, as exemplified by the champion who is also willing to serve as a water carrier. According to Walker (2018), carrying water is the "invisible art of leading from the back" (p. 133). Champions are individuals who provide support through their interactions, serving as a conduit to elevate priority setting, decision making, and achievement. Champions who are water carriers know when to step forward and when to lead from the sidelines, staying attentive to needs and timing. They also know when to retreat and regroup to be more strategic. Consider the scenarios below-examples of the kind of well-managed change, hard work, and water carrying that is needed by champions of technology infusion. Book available at iste.org/InfuseTech
Project
These articles comprise the research that has driven the iterative change process and has supported the advancement of technology infusion as a way to addressing technology integration curriculum in a program-deep and program-wide manner.
Archived project
Slykhuis, D. A., Schmidt-Crawford, D. A., Graziano, K. J., & Foulger, T. S. (2020). Professional Expectations for Teacher Educators: The Teacher Educator Technology Competencies (TETCs). 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: International Society for Technology in Education. This chapter introduces the Teacher Educator Technology Competencies (TETCs) (Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017) in the context 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 candidates as they become proficient users of technology in their teaching. The TETCs represent the knowledge, skills, and attitudes all teacher educators need. This chapter also explores approaches for how teacher educators can address professional expectations and development related to teaching with technology throughout the teacher preparation program. Chapter and e-book available at iste.org/InfuseTech