In this paper we describe the lessons learned when untrustworthy participants were included in a qualitative interview study. In online research, participants can more easily misrepresent their identity and volunteer for studies even if they do not meet inclusion criteria. The term “imposter participant” refers to dishonest participants who completely fake their identities or simply exaggerate their experiences in order to participate in qualitative studies. Untrustworthy participants are a threat to data quality, yet little has been published on how qualitative researchers should prevent and handle this unique methodological challenge. In this paper, we provide a detailed account of how specific issues with the research design create methodological challenges related to participant honesty when participants self-identify as meeting study inclusion criteria and participate in a virtual interview. Through our experiences as a doctoral student and dissertation supervisor, we offer lessons learned relating to recruiting online participants, collecting virtual interview data, and analyzing data for a qualitative study. Our experiences and reflections might help other qualitative researchers, including doctoral candidates and their supervising committees, work with internal review boards to prevent imposter participants and thereby contribute to the trustworthiness of their research.

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Over the past several years, teacher preparation programs have used a variety of approaches to introduce their students to the integration of technology and pedagogy. However, once preservice teachers move into the classroom, many lack the confidence and ability to assimilate technology into their teaching. The purpose of this chapter is to provide teacher education faculty, specifically mathematics and science methods instructors, with a variety of approaches for integrating technology into their courses. Practical strategies are provided to assist faculty with effective uses of technology for delivering content and scaffolding student collaboration. Sample assignments are provided to assist faculty in encouraging their students (future teachers) to look beyond the textbook for teaching resources and learning assessments.

The coronavirus outbreak will likely highlight both strengths and weaknesses of the pre-corona educational system. Researchers have a responsibility to examine the experiences educators have had during the pandemic; however, there are no education-specific frameworks for researchers to use to examine teachers interacting with digital colleagues for professional purposes. This paper describes the literature used to design the digital colleague connectedness framework. The purpose of the framework is to operationalize terminology used to examine educators interacting in professional exchanges within a virtual network. This framework includes six behaviors in which digital colleagues engage and four roles they may assume that specify their level of connectedness. Suggestions for how the framework might be used in future research are included.

Inadequate or ineffectively communicated feedback from faculty advisors may limit the development of cordial, collaborative relationships with doctoral capstone writers and may impede their successful outcomes. The purpose of this general qualitative study was to explore online faculty’s use of technology when advising doctoral capstone writers. Yang and Carless’s (2013) feedback triangle model, including cognitive, social-affective and structural dimensions, provided the framework for the study. Demographic survey data and Zoom interview data were collected from 10 doctoral faculty at a fully online university to explore how and why faculty use technology and what technology-related activities faculty conduct when advising doctoral capstone writers. Emergent codes were organised using a priori codes from the feedback triangle model, and themes were developed within these dimensions. Cognitive themes were ensuring accountability and providing instruction, which addressed how participants were using technology. Social-affective themes addressing why faculty use technology were enhancing communication, increasing motivation and promoting self-regulation. Structural themes indicating technology-related activities were modes, preferences, procedures and barriers. Implications for practice or policy: Online faculty advisors may use technology more effectively to support doctoral capstone writers. Administrators of online doctoral programs may provide more appropriate technology support for faculty who are advising doctoral capstone writers. Online doctoral capstone writers may experience improved relationships with faculty advisors, which may promote successful capstone outcomes. Faculty advisors and doctoral students working in face-to-face environments may benefit from enhanced application of technology in virtual communication resulting from the COVID-19 pandemic.