Technology and Teacher Education in Canada

Authors

  • Mohammed Estaiteyeh Brock University
  • Megan Cotnam-Kappel University of Ottawa
  • Norman Vaughan Mount Royal University

DOI:

https://doi.org/10.21432/cjlt28820

Keywords:

digital literacy, immersive technologies, ePortfolios, maker-centred learning, robotics

Abstract

Technology and Teacher Education is part of the Canadian Association of Teacher Education (CATE), a constituent of the Canadian Society for the Study of Education (CSSE). Its mission is to foster a collaborative network of educational researchers dedicated to exploring the intersections of technology and teacher education in Canada. Aligning with this mission, this special issue showcases Canadian scholar expertise and amplifies the diverse voices of the TATE community.

Inspired by discussions held during our annual TATE conference, where we focused on lessons learned from emergency remote teaching during the COVID-19 pandemic and the rapid technological advancements that teacher education programs are navigating, this issue offers a collection of studies from Canadian researchers working to make teaching and learning with digital technologies more effective, inclusive, and equitable for all Canadians. 

Author Biographies

Mohammed Estaiteyeh, Brock University

Mohammed Estaiteyeh is an Assistant Professor of Digital Pedagogies and Technology Literacies in the Faculty of Education at Brock University, Canada. He is the subject team leader for digital technology courses in the Teacher Education program. Dr. Estaiteyeh’s research focuses on educational technologies; teacher education; STEM education; and differentiated instruction.

Megan Cotnam-Kappel, University of Ottawa

Megan Cotnam-Kappel is an Associate Professor in Educational Technologies in the Faculty of Education at the University of Ottawa, Canada. She holds the Research Chair in Digital Thriving of Franco-Ontarian Communities. Her research focuses on digital literacies and citizenship, teacher education, and equity-oriented pedagogies, including maker-centred learning.

Norman Vaughan, Mount Royal University

Norman Vaughan is a Professor in the Department of Education at Mount Royal University in Calgary, Alberta, Canada. He has co-authored the books Principles of Blended Learning: Shared Metacognition and Communities of Inquiry (2023), Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry (2013), and Blended Learning in Higher Education (2008). In addition, he has published a series of articles on blended learning and teacher development.

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Published

2024-11-01

Issue

Vol. 50 No. 4 (2024): Special Issue Technology and Teacher Education in Canada

Section

Editorial

License

Copyright (c) 2024 Mohammed Estaiteyeh, Megan Cotnam-Kappel, Norman Vaughan

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright Notice

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an International Creative Commons Attribution-NonCommercial License (CC-BY-NC 4.0) that allows others to share the work for non-commercial purposes, with an acknowledgement of the work's authorship and initial publication in this journal.