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Executive SummaryThe purpose of this study was twofold. The primary purpose was to improve pre-service teacher education by using technology to help pre-service teachers bridge the gap between academic preparation and practice. The secondary, but still important, objective was to familiarize preservice teachers in the use of technology to support their future pedagogical activities. Therefore, this research sought to develop a method for training undergraduate students in designing, implementing, and evaluating lesson plans to solidify the relationship between research, pedagogy, and teaching practice. Specifically, this study investigated the implementation of e-learning as a method of instruction to help pre-service teachers evaluate and improve upon the implementation of their lesson plans during their real world practicum experiences. The study was guided by the following research questions: 1) What successes, challenges, and benefits do university instructors and pre-service teachers experience in using and analyzing video in teacher education methods coursework? 2) In what ways did the use of e-learning help the pre-service teachers improve their teaching during the practicum experience? Results showed that participants reported improved lesson planning, improved lesson implementation, visual interpretations of best practices, modeling, and peer and university instructor feedback as successes of the e-learning project. Challenges included participants' frustrations of being overworked and overwhelmed with the technical problems associated with e-learning. Overall participants judged the e-learning project as a very positive aspect of their teacher training.Keywords: e-learning, teacher education, 21 st century learners, teaching and learning IntroductionOne of the multiple realities of implementing quality preparation and support of teacher educators is inclusion of 21 st century "technology" skills in teaching. To prepare K-12 students for the future, we must ensure that our teachers are equipped for the future as well. Therefore, as teacher educators, we are challenged to revise our teacher preparation programs to reflect the needs of 21 st century learners so that we produce teachers who effectively and comfortably use technology to enhance student learning. While today's college students may be very familiar with social networking sites, digital music, and video sharing, they are not as familiar with many of the opportunities technology offers to enhance Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on...

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This study investigated master's level student perceptions of teacher leadership attributes, roles, and responsibilities upon completion of an online Master of Arts in Education, with a concentration in teacher leadership, at a large public university. As an inductive, qualitative case study, responses to an open-ended questionnaire were analyzed with coding schemes to establish patterns and trends using grounded theory to categorize responses. Deductive coding schemes were used to establish theories comparing the teacher leadership competencies established by the Center for Teacher Quality, National Board for Professional Teaching Standards, and the National Education Association (2014). Findings indicate alignment to the literature on teacher leadership, specifically with clarity around teacher leadership competencies.

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