Table of Contents Editorial: Networked Knowledge: Challenges for Teacher Education Peter R Albion, University of Southern Queensland, Australia; Cleborne Maddux, University of Nevada, Reno, USA pp. 303-310 Social Studies Teachers’ Perspectives of Technology Integration Yali Zhao, Georgia State University, USA pp. 311-333 The Role of Epistemological Beliefs in Preservice Teachers’ Interpretation of Video Cases of Early-Grade Literacy Instruction Aman Yadav & Matthew Koehler, Michigan State University, USA pp. 335-361 Digital Professional Portfolios of Preservice Teaching: An Initial Study of Score Reliability and Validity James DiPerna, Penn State University, USA; Carol Derham, Lehigh University, USA pp. 363-381 Small Group Collaboration in Peer-Led Electronic Discourse: An Analysis of Group Dynamics and Interactions Involving Preservice and Inservice Teachers Chinwe Ikpeze, St John Fisher College, USA pp. 383-407 Digital Dilemmas: How Elementary Preservice Teachers Reason about Appropriate Computer and Internet Use and Their Predictions of Students’ Judgments and Justifications Yasmin Kafai, Althea Nixon & Bruce Burnam, ucla, USA pp. 409-424