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The current historical moment is marked by the gradual transition from a print culture to a digital new media culture, and this shift carries material effects for how education research contexts are perceived and represented. This discussion uses the concept of materiality to demonstrate how the conceptualization of inquiry through digital representations can be theorized through the histories and discourses of multiple media, computer technologies, research methodologies, epistemological positions, new literacies, and current social and cultural contexts to highlight emerging concerns in education research. Paying attention to the design of materiality encourages scholars to reflect on how inscription technologies influence the ways in which research is conducted and communicated.

Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half ( n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.

(2000), by offering an example of how postmodern perspectives can be used in IT research and development.As Solomon and the extant literature indicate, the term "postmodern" is problematic and confusing. While it is beyond the scope of this response to address the contingency of the term, we do offer a definition that fits within our own research. Simply put, postmodern theories frame research, learning, and instructional design as processes that exist in a world of rapid technical innovation and increasingly unclear and quickly shifting social and cultural boundaries, where objectivity and efficiency are less easy to generalize across multiple settings. Postmodern theories hold that particular groups (i.e., efficiency-minded, scientific) have historically controlled not only access to knowledge, but also the standards by which knowledge is considered valuable or legitimate. As a result, postmodern perspectives question the authority of traditional science, as well as any authoritative canon (or agenda) whether it is in art, science, philosophy, or instructional design, in favor of approaches that are more reflective, situated and responsive. Instead of looking for generalizable and universal approaches, postmodern perspectives tend toward approaches that are applicable to specific situations and are based on the conditions of those