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Journal of Research on Technology in Education

ISTE's Journal of Research on Technology in Education (JRTE) features blind, peer-reviewed articles that report on original research, system or project descriptions and evaluations, syntheses of the literature, assessments of the state of the art, and theoretical or conceptual positions that relate to instructional uses of educational technology. International in scope and thorough in its coverage, JRTE defines the state of the art and future horizons of learning and teaching with technology in educational environments. JRTE is published quarterly.

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Issue: Summer 2013

Teaching Mathematics Vocabulary with an Interactive Signing Math Dictionary

By Judy Vesel & Tara Robillard
Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools

By Albert D. Ritzhaupt, Feng Liu, Kara Dawson, & Ann E. Barron
Examining Domains of Technological Pedagogical Content Knowledge Using Factor Analysis

By Valerie Harlow Shinas, Sule Yilmaz-Ozden, Chrystalla Mouza, Rachel Karchmer-Klein, & Joseph J. Glutting
Are You Ready to Teach Secondary Mathematics in the 21st Century? A Study of Preservice Teachers’ Digital Game Design Experience

By Qing Li, Collette Lemieux, Elise Vandermeiden, & Shahista Nathoo

The journal is indexed or abstracted in Education Research Index, Academic Search Premier, Inspec, Internet & Personal Computing Abstracts, and Educational Resources Information Center (ERIC), Education Index (H. W. Wilson), and Educational Research Abstracts (Routledge-Taylor & Francis).

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Teaching Mathematics Vocabulary with an Interactive Signing Math Dictionary

Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools

Examining Domains of Technological Pedagogical Content Knowledge Using Factor Analysis

Are You Ready to Teach Secondary Mathematics in the 21st Century? A Study of Preservice Teachers’ Digital Game Design Experience