TACTL Awards


Best Paper Award

When merited, the Best Paper Award is presented to the individual(s) who have submitted the most exceptional research paper accepted for presentation at the following Annual AERA Meeting.  The top ten rated paper proposals are considered for this award based on the criteria used to evaluate all proposals.  These include z-score rankings from the general proposal review, the quality of the research problem, its relationship to SIG TACTL’s goals, the theoretical and literature framework, and the execution of appropriate research methods. 

Authors of the top ten paper proposals are invited to submit their full papers in early February for consideration for SIG TACTL Best Paper Award. All papers are sent for blind review by at least two scholars who will consider the potential for the research to move the field (described in the SIG TACTL mission) forward, standard research paper criteria (rationale, literature, theoretical framework, appropriate methods, data sources, and analysis techniques), and adherence to academic writing conventions).  The winner(s) will receive a plaque at the annual TACTL SIG Business meeting.

Previous winners by year:

2021: Creating Mixed-Reality Avatar Simulations to Prepare Teacher Candidates for Equity-Focused Instruction
Pamela Hickey
Matthew Iannone

2020: K-12 Teachers' Technology Adoption to Promote Equitable Learning: A Literature Review
Yin Hong Cheah
Joan Hughes

2019:
Paper 1: The Impact of Field Experiences on Prospective Preservice Teachers
Michael J. Nelson
Nathan A. Hawk

Paper 2: Reflecting on Instructional Practices Multimodally during Video-Based Reflective Tasks
Ai-Chu Elisha Ding
Krista Glazewski
Faridah Pawan

2018: Online And Face-To-Face Teacher Preparation Programs Comparison
Tina Lane Heafner

2017Infusing Computational Thinking in Teacher Preparation: Examining Pre-Service Teacher Knowledge, Attitudes and Practice
Chrystalla Mouza
Lori Pollocak
Yi-Cheng Pan
Sule Yilmaz Ozden

2016: The Impact of Virtual Coaching and On-Demand Corrective Feedback on Teacher Candidates' Clinical Experiences
Donna Wake
Debbie Dailey
Alicia Cotabish
Tammy Benson

2015: Validation of the Survey of Preservice Teachers' Knowledge of Teaching and Technology: A Multi-Institutional Sample
A. Corinne Huggins-Manley
Albert D. Ritzhaupt
Krista Ruggles

Matthew L. Wilson
Savannah Manley

2014: Preparing Teachers to Integrate Technology into K-12 Instruction: Comparing a Stand-alone Technology Course with a Technology-infused Approach
Ray R. Buss
Keith Wetzel
Teresa S. Foulger
LeeAnn Lindsey

2013: Examining Domains of Technological Pedagogical Content Knowledge Using Factor Analysis
Valerie Shinas
Sule Yilmaz-Ozden
Chrystalla Mouza
Rachel Karchmer-Klein
Joseph J. Glutting

2012: Examining the effects of cognitive style on learners' performance and interactivity with a computer-modeling tool to solve a problem
Charoula M. Angeli
Nicolaos C. Valanides

2011: Teaching Preservice Elementary Teachers to Teach Science with Computer Models
Charoula M. Angeli
Nicolaos C. Valanides

2010: Cosmopolitan Imaginings of Self and Other: Girls in India Go Online
Glynda Hull
Amy Stornaiuolo
Urvashi Sahni

2009: Web 2.0 as an Agent of Transformative Educational Change: A New Conceptual Model
Kama A. Bruce
James M. Guion
Lucas Horton