Carpenter, J.P., Trust, T., Kimmons, R, & Krutka, D.G. (2021). Sharing and self-promoting: An analysis of educator tweeting at the onset of the COVID-19 pandemic. Computers & Education Open, 2 (2021).
Trust, T., & Whalen, J. (2021). Emergency remote teaching with technology during the COVID-19 pandemic: Using the whole teacher lens to examine educator’s experiences and insights. Educational Media International.
Trust, T., & Whalen, J. (2021). K-12 teachers’ experiences and challenges with using technology for emergency remote teaching during the COVID-19 pandemic. Italian Journal of Educational Technology, 29(2), 10-25. doi: 10.17471/2499-4324/1192
Trust, T., Woodruff, N., Checrallah, M., & Whalen, J. (2021). Educators’ interests, prior knowledge and questions regarding augmented reality, virtual reality and 3D printing and modeling. TechTrends, 65(4), 548-561.
Trust, T. & Prestridge, S. (2021). The interplay of five elements of influence on educators’ PLN actions. Teaching and Teacher Education.
Carpenter, J., Krutka, D. & Trust, T. (2021). Exploring continuity and change in educators’ professional learning networks. Journal of Educational Change.
Trust, T. & Maloy, R. (2021). Designing OER history eBooks. New England Journal of History, 77 (1), 133-147.
Carpenter, J.P., Trust, T., & Green, T.D. (2020). Transformative instruction or old wine in new skins? Exploring how and why educators use HyperDocs. Computers & Education, 157 (November 2020).
Trust, T., Carpenter, J.P., Krutka, D.G. & Kimmons, R. (2020). #RemoteTeaching & #RemoteLearning: Educator Tweeting During the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 151-159.
Trust, T. & Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
Carpenter, J., Rosenberg, J. M., Dousay, T., Romero-Hall, E., Trust, T., Kessler, A., … & Krutka, D. (2019). What should teacher educators know about technology? Perspectives and self-assessments. Teaching and Teacher Education, 95.
Trust, T., Maloy, R. & Edwards, S. (2020). Makerspaces and 3D printing: A learning-by-doing professional development model for preservice and inservice teachers. In M. Grassetti & J. Zoino-Jeannetti (Eds.), Next Generation Digital Tools and Applications for Teaching and Learning Enhancement. Hershey, PA: IGI Global.
Trust, T. & Pektas, E. (2018). Using the ADDIE model and universal design for learning principles to develop an open online course for teacher professional development. Journal of Digital Learning in Teacher Education, 34(4), 219-233.
Trust, T., Carpenter, J., & Krutka, D. (2018). Leading by learning: Exploring the professional learning networks of instructional leaders. Educational Media International, 53(2), 137-152.
Trust, T. & Horrocks, B. (2018). Six key elements identified in an active and thriving blended community of practice. Tech Trends.
Trust, T. & Maloy, R. (2017). Why 3D print? The 21st century skills students develop while engaging in 3D printing projects. Computers in the Schools, 34(4).
Trust, T., Carpenter, J.P., & Krutka, D.G. (2017). Moving beyond silos: Professional learning networks in higher education. The Internet and Higher Education, 35, 1-11.
Trust, T., Maloy, R., & Edwards, S. (2017). Learning through making: Emerging and expanding designs for college classes. TechTrends, 62(1), 19-28.
Maloy, R., Trust, T., Kommers, S., LaRoche, I., & Malinowski, A. (2017). 3D modeling and printing in history/social studies classrooms: Initial lessons and insights. Contemporary Issues in Technology and Teacher Education, 17(2), 229-249.
Trust, T. (2017). Motivation, empowerment & innovation: Teachers’ beliefs about how participating in the Edmodo math subject community shapes teaching and learning. Journal of Research on Technology in Education, 49(1-2), 16-30.
Krutka, D., Carpenter, J., & Trust, T. (2017). Enriching professional learning networks: A framework for identification, reflection, and intention. Tech Trends.
Trust, T., Maloy, R., & Kommers, S. (2017). From 2D thinking to 3D printing: Ideas and insights from preservice and inservice teacher teams. In M. Grassetti & S. Brookby (Eds.), Advancing next generation teacher education through digital tools and applications (161-178). Hershey, PA: IGI Global.
Trust, T. (2017). Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network. Australasian Journal of Educational Technology, 33(1), 98-113.
Foulger, T., Graziano, K., Slykhuis, D., Crawford, D. & Trust, T. (2016). Invited commentary. The time is now! Creating technology competencies for teacher educators. Journal of Technology and Teacher Education, 24(3), 249-256.
Trust, T. & Horrocks, B. (2016). ‘I never feel alone in my classroom’: The value of participating in a blended community of practice. Professional Development in Education, 43(4), 645-665.
Trust, T. (2016). New model of teacher learning in an online network. Journal of Research on Technology in Education, 48(4), 290-305.
Trust, T, Krutka, D.G., & Carpenter, J.P. (2016). ‘Together we are better’: Professional learning networks for teachers. Computers & Education. doi: 10.1016/j.compedu.2016.06.007.
Carpenter, J. P., Trust, T., & Krutka, D. G. (2016). The virtual workroom: Using social media, teachers reach beyond school walls to learn and grow. Journal of Staff Development, 37(4), 24-28.
Krutka, D., Carpenter, J., & Trust, T. (2016). Elements of engagement: A model of teacher interactions via professional learning networks. Journal of Digital Learning in Teacher Education, 32(4), 150-158.
Trust, T. (2015). Deconstructing an online community of practice: Teachers’ actions in the Edmodo math subject community. Journal of Digital Learning in Teacher Education.
Trust, T. (2013). Beyond school walls: Teachers’ use of professional learning networks to receive help on a global scale. International Journal of Social Media and Interactive Learning Environments.
Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133-138.