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Teresa Foulger

Associate Professor
Faculty, WEST Campus, Mailcode 3151
Biography

Great teaching makes use of the power of technology.

Teresa S. Foulger is associate professor of educational technology and a program coordinator for educational studies in the Mary Lou Fulton Teachers College at Arizona State University. She has expertise in leading educational transformation, and seeks to advance the use of technology for learning. Her research interests include technology integration and technology infusion in teacher preparation, professional development, and organizational change. She co-authored international research that led to the development of the Teacher Educator Technology Competencies. Teresa is a member of the technology infusion research team at Arizona State University.

Professor Foulger is the recipient of the Mary Lou Fulton Teachers College Excellence in Integrating Scholarship and Teaching Award (2016), the Journal of Digital Learning and Teacher Education Research Paper Award (2014); the American Education Research Association, Technology as a Change Agent in Teaching and Learning Special Interest Group, Research Paper Award (2014); and the International Society for Technology in Education Research Paper Award (2012 and 2019). The American Association of Colleges for Teacher Education awarded the Mary Lou Fulton Teachers College the Best Practice Award for the Innovative Use of Technology in 2009 and in 2017, for research and development projects she lead. In 2019 she received the Making IT Happen award from the International Society for Technology in Education for "extraordinary commitment, leadership, courage and persistence in improving digital learning opportunities for students."

Professor Foulger has served as the president of the Teacher Education Network of the International Society for Technology in Education and as co-chair of the TPACK Special Interest Group for the Society for Information Technology and Teacher Education. As a national leader in the advancement of educational technology, she has been a guest speaker at the White House related to promoting technology infusion. Her leadership in developing the Teacher Educator Technology Competencies, a national/international collaborative project to advance the ability of teacher educators to address educational technology in their work with teacher candidates, was supported by the U.S. Department of Education, the Society for Information Technology and Teacher Education (SITE), the International Society for Technology in Education (ISTE), the Council for the Accredition of Educator Preparation (CAEP), the National Technology Leadership Coalition (NTLS), and the American Association for Colleges of Teacher Education (AACTE).

Current CV available here.

Education
  • Ed.D. Educational Technology, Pepperdine University 2004. Dissertation: Facilitating a community of practice to encourage organizational leadership: The journey of a professional developer. Chair: Sue Talley; Committee Members: Paul Sparks and Gina Amenta-Shin
  • M.A. Technology Integration, Arizona State University 1994
  • B.S. Elementary Education, University of Utah 1986
Research Interests

I was an elementary teacher when the microcomputer came to my school district (1992). At that time little research and almost no noted best practice in teaching with technology existed. As an innovator, I began to experiment with how to use computers with my sixth graders. This began a professional pathway dedicated to promoting the use of technology in education. I am currently an Associate Professor of Educational Technology at Arizona State University in the Mary Lou Fulton Teachers College. My main research concentration is how technology integration advances in education. I have focused my research on: the role of preparation programs, teacher educator technology competencies, personalized professional development, and innovations of the cutting edge of computer technology.

 

The following are active lines of research and key articles. For a full compilation see Teresa's curriculum vitae.

TEACHER EDUCATOR TECHNOLOGY COMPETENCIES (TETCs)

A National/International Initiative to identify and promote the competencies all teacher educators need to support the development of teacher candidates to teach with technology.

The TETCs are the knowledge, skills, and behaviors (competencies) that were developed to support the redesign of teaching in Teacher Education programs so that ALL preservice students learn to teach with technology, and all teacher preparation faculty are prepared to address this need, no matter what course they teach.

Research Team: Teresa Foulger (project lead), Kevin Graziano (Nevada State College), Denise Schmidt (Iowa State University), David Slykhuis (James Madison University).

Supporting Organizations:

  • The United States Department of Education Office of Educational Technology (US DoE)
  • International Society of Technology in Education (ISTE)
  • Society for Information Technology and Teacher Education (SITE)
  • Council for the Accreditation of Educator Preparation (CAEP)
  • National Technology Leadership Coalition (NTLC)
  • American Association of Colleges of Teacher Education (AACTE)

Key article (open access):
Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D. & Slykhuis, D. A. (2017). Teacher Educator Technology Competencies. Journal of Technology and Teacher Education, 25(4), 413-448. Waynesville, NC USA: Society for Information Technology & Teacher Education. Available at https://www.learntechlib.org/p/181966/

The TETCs article is highlighted by Society for Information Technology and Teacher Education (SITE) on their web site.


TECHNOLOGY INFUSION

A research and development initiative to infuse technology through a programatic, spiraled curriculum for technology integration at Arizona State University.
In 2012, the Mary Lou Fulton Teachers College at ASU opted to eliminate the stand-alone educational technology course in teacher preparation programs in order to address technology integration curriculum programmatically, across all courses. The goal is to prepare preservice teachers to effective and independent in teaching with technology by the time they enter the teaching profession. This series of research articles depicts our ongoing, systematic, system-wide professional development effort and demonstrates this move is long term and requires organizational change.

Research and Development Team: Ray Buss (ed psych), Teresa Foulger (educational technology), Keith Wetzel (educational technology), LeeAnn Lindsey (professional developer).

Professional Developers: Stacey Pasquel, LeeAnn Lindsey, Jodie Donner.

Key articles and additional information can be accessed via the Technology Infusion web site.


GRAPHICAL ASSESSMENT OF TPACK INSTRUMENT (GATI)

An effort to help individual teachers identify the most impactful professional development activities as they seek to advance their ability to teaching with technology.

The GATI is a process-driven,  individualized professional development approach designed to help educators determine their current and desired TPACK and set meaningful goals to improve their ability to teach with technology. The process has shown to increase metacognitive awareness and to improve teachers' TPACK and ability to teach with technology.

Research Team: Teresa Foulger, Karsten Krauskopf (Universität Potsdam, Germany), Mia Kim Williams (University of Northern Colorado).

Key article (open access):
Krauskopf, K., Foulger, T. S., Williams, M. K. (2017). Prompting teachers’ reflection of their professional knowledge: A proof-of-concept study of the Graphic Assessment of TPACK Instrument. Teacher Development, 1-22. doi:10.1080/13664530.2017.1367717

Publications

See curriculum vitae for a complete listing of scholarly activity.

Fall 2019
Course NumberCourse Title
LSE 305Conceptualizing Learning
DCI 784Internship
Summer 2019
Course NumberCourse Title
EDT 501Fndtns of Learning Design&Tech
Spring 2019
Course NumberCourse Title
TEL 431Learning in Workplaces
EDT 590Reading and Conference
EDT 780Practicum
Fall 2018
Course NumberCourse Title
TEL 431Learning in Workplaces
DCI 784Internship
Summer 2018
Course NumberCourse Title
EDT 321Computer Literacy: Mobile Tech
Spring 2018
Course NumberCourse Title
TEL 431Learning in Workplaces
EDT 590Reading and Conference
EDT 780Practicum
Fall 2017
Course NumberCourse Title
TEL 431Learning in Workplaces
Summer 2017
Course NumberCourse Title
EDT 321Computer Literacy: Mobile Tech
Spring 2017
Course NumberCourse Title
TEL 431Learning in Workplaces
EDT 590Reading and Conference
EDT 780Practicum
Fall 2016
Course NumberCourse Title
EDT 321Computer Literacy: Mobile Tech
TEL 431Learning in Workplaces
Summer 2016
Course NumberCourse Title
EDT 321Computer Literacy: Mobile Tech
Spring 2016
Course NumberCourse Title
EDT 321Computer Literacy: Mobile Tech
TEL 431Learning in Workplaces
EDT 580Practicum
EDT 584Internship
Fall 2015
Course NumberCourse Title
EDT 321Computer Literacy: Mobile Tech
TEL 431Learning in Workplaces
EDT 580Practicum
EDT 584Internship
EDT 780Practicum
Summer 2015
Course NumberCourse Title
EDT 598Special Topics
Spring 2015
Course NumberCourse Title
EDT 321Computer Literacy: Mobile Tech
TEL 431Learning in Workplaces
Presentations

Dr. Foulger is proficient at teaching in face-to-face, hybrid, and online formats and has created and taught a variety of courses listed below.

Teresa is also a Program Coordinator for Educational Studies, a BAE program offered face-to-face and online. It is the largest and fastest-growing program in the college and enrolls over 4,000 students each semester in 36 courses taught by upwards of 170 instructors.

Large-Enrollment Online Courses, Developed and Taught
EDT 321: Computer Literacy: Mobile Tech
Uses mobile technologies across disciplines for communication, collaboration, creativity and problem solving. Employs digital tools including Microsoft Office spreadsheets and databases, Google apps, mobile apps, and a variety of other Web-based tools in problem-based environments.

TEL 431: Learning in Workplaces
School isn't the only place where people learn! Once you get a job, most of what you learn will occur as you do your job, and that kind of learning is crucial to the development of competence and expertise. Surprisingly, seventy to eighty percent of this important learning takes place outside of formal training. Studying learning in workplaces illuminates how learning happens universally and helps teachers and trainers design effective educational programs.

TEL 313: Technology in an Educational Setting
Focuses on using technology in an educational setting and addresses the integration of technology in curricular areas for all students. Students receive a broad-based introduction to using and integrating technology into many different educational settings.

Graduate Courses Developed and Taught
EED 511: Principles of Curriculum Development
Contemporary curriculum theories. Curriculum as an interrelated entity. Principles of conceiving and effecting change.

SED 522: Secondary School Curriculum Development
Social processes, issues, principles, patterns, and procedures in curriculum development.

EED 531: Teaching with Educational Technology
Focuses on using technology in K-12 classrooms. Addresses the integration of technology in all curricular areas for all students.

EDT 593: Applied Project (Ed Tech & Instructional Design M.Ed, online)
Preparation of a supervised applied project that is a graduation requirement in some professional majors.

EDT 598: Impact of Emerging Technologies on Schooling and Society (online)
This course will explore and discuss current trends and issues related to the impact of technological tools on PreK-12, higher education, and industry. There will be many hands-on experiences. Topics are meant to help students learn how to enhance workplace activities through innovative technologies, and include specific trends identified through current literature and visionaries to be emerging, with the potential for impact.

TEL 598: Introduction to Doctoral Studies
This course is designed to set you up for success as you begin your doctoral program. We will focus on four themes: balance and identity, action research,  leadership and innovation, and collaboration.

TEL 703: Innovation in Teaching and Learning
Development and psychological processes of human cognition, motivation, and performance applied to cognitively diverse, English language learners, adult professional development.

TEL 711: Strategies for Inquiry
Develops knowledge and skills for research and program evaluation that foster innovation in education that leads to improved student learning.

TEL 712: Mixed Methods of Inquiry
Methods for combining qualitative and quantitative inquiry in action research, evaluation, and data-based decision making.

Undergraduate Courses Developed and Taught
EDT 180: Problem Solving Digital Technology Apps
Introducing digital technologies and their place in society. Applies 21st-century skills to problem solving using digital technology applications including spreadsheets and databases.

EDP 310: Motivation (online, unlimited enrollment)
Human behavior in educational situations. Individual differences, factors affecting learning, behavioral and cognitive learning, motivation, testing, and assessment.

TEL 313: Educational Technology in K-12 Curriculum
Focuses on using technology in an education setting and addresses the integration of technology in curricular areas for all students. Students receive a broad-based introduction to using and integrating technology into many different educational settings.

ECD 313: Technology in Early Childhood Education
Applies and integrates educational technologies in all curricular areas; examines theoretical and practical issues for diverse learners.

Service

Journals, Leadership Role

2019            Guest Co-Editor, Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D. A. & Slykhuis, D. A. (Eds.) (in progress) Preparing All Teacher Educators to Support Teacher Candidates’ Integration of Technology. Special Issue of Journal of Technology and Teacher Education.

 

2018 - present       Associate Editor, Australasian Journal of Educational Technology. Manage peer-review process once editors preview submissions for appropriate fit. International journal, sponsored by the Australasian Society for Computers in Learning in Tertiary Education.

 

2007 - present       Advisory Board Member and Reviewer, Journal of Digital Learning in Teacher Education, peer-reviewed journal sponsored by the International Society for Technology in Education.

 

2016 - present       Executive Board Member and Associate Editor, International Journal of Teaching and Learning in Higher Education, peer-reviewed journal sponsored by the International Society for Exploring Teaching and Learning.

 

Journals, ad hoc Reviewer

2019 - present       TechTrends

2018 - present       Computers in Education

2018 - present       Journal of Technology and Teacher Education

2007 - present       Journal of Digital Learning in Teacher Education

2016 - present       Journal of Teacher Education

2008 - present       International Journal of Teaching and Learning in Higher Education

2017 - present       Astralasian Journal of Educational Technology

2008 - 2009           Current Issues in Education

 

Elected Leadership in National/International Educational Technology Organizations

2017 - present       Co-Chair, Society for Information Technology & Teacher Education (SITE), TPACK Special Interest Group.

 

2011 - 2015           President, International Society for Technology in Education, Teacher Education Network

 

2010 - 2011           Communications Officer, Teacher Education Special Interest Group of the International Society for Technology in Education. This was a three-year term; transitioned to President mid-term.

 

2007 - 2010           Communications Officer, Teacher Education Special Interest Group of the International Society for Technology in Education