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Journal of Technology and Teacher Education

October 2011 Volume 19, Number 4


Richard Hartshorne

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Table of Contents

Number of articles: 5

  1. Examining the Effectiveness of the Remote Observation of Graduate Interns

    Richard Hartshorne, Tina Heafner & Teresa Petty, University of North Carolina at Charlotte, United States

    With teacher shortages in both general and critical needs areas and constricting operating budgets, it is important for Colleges of Education to develop methods of providing alternative... More

    pp. 395-422

  2. Collaborative Software and Focused Distraction in the Classroom (Revised)

    Steve Rhine, Willamette University, United States; Mark Bailey, Pacific University, United States

    In search of strategies for increasing their pre-service teachers’ thoughtful engagement with content and in an effort to model connection between choice of technology and pedagogical goals, the... More

    pp. 423-447

  3. Supporting Teachers’ Use of a Project-Based Learning Environment in Ocean Science: Web-Based Educative Curriculum Materials

    Ravit Golan Duncan, Hebbah El-Moslimany, Janice McDonnell & Sage Lichtenwalner, Rutgers University, United States

    The development of inquiry and project-based materials is challenging in many ways, not the least of which is the design of supports for teachers implementing such materials. We report on the... More

    pp. 449-472

  4. Integrating Assistive Technology into Special Education Teacher Preparation Programs

    Toni Van Laarhoven & Greg Conderman, Northern Illinois University, United States

    Abstract Current legal mandates require that students with disabilities in K-12 settings have access to assistive technology (AT) devices and services. Therefore, educational teams serving... More

    pp. 473-497

  5. Evaluating Teacher’s Support Requests When Just-In-Time Instructional Support Is Provided to Introduce a Primary Level Web-Based Reading Program

    Eileen Wood & Alissa Anderson, Wilfrid Laurier University, Canada; Noella Piquette-Tomei, University of Lethbridge, Canada; Robert Savage, McGill University, Canada; Julie Mueller, Wilfrid Laurier University, Canada

    Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 ½ month period while... More

    pp. 499-525