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Journal of Technology and Teacher Education

January 2006 Volume 14, Number 1

Editors

Richard E. Ferdig

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Table of Contents

Number of articles: 10

  1. The Use of Technology in Portfolio Assessment of Teacher Education Candidates

    Sam Evans, Tabitha Daniel, Alice Mikovch, Leroy Metze & Antony Norman, Western Kentucky University, United States

    If colleges of education are going to successfully prepare teacher candidates to meet NETS-T standards (Kelly, 2002), then teacher education programs must begin developing strategies to assess... More

    pp. 5-27

  2. Preservice Teachers Self-Assessment Using Technology: Determining What Is Worthwhile and Looking for Changes in Daily Teaching and Learning Practices

    Colleen Swain, University of Florida, United States

    This study was developed to examine a university’ s preservice teachers’ initial self-assessments of their use of instructional technology and perceived growth at the conclusion of an introductory ... More

    pp. 29-59

  3. Technology Skills as a Criterion in Teacher Evaluation

    David Whale, Central Michigan University, United States

    Few teachers are evaluated on their ability to use technology in the classroom despite conclusive evidence that its effective use has a positive impact on student achievement and that large... More

    pp. 61-74

  4. Teachers Facing ICT The Case of Greece

    Argiris Kiridis, ARISTOTLE UNIVERSITY, GREECE, Greece; Vangelis Drossos, ARISTOTLE UNIVERSITY, Greece; Eleni Tsakiridou, ARISTOTLE UNIVERSITY, GREECE, Greece

    The introduction of Information and Communication Technology (ICT) in Greek primary education appears to be carried out in the midst of a general uncertainty, mainly on the part of the teachers,... More

    pp. 75-96

  5. Managing Teachers’ Barriers to ICT Integration in Singapore Schools

    Cher Ping Lim, National Institute of Education, Singapore; Myint Khine, Nanyang Technological University, Singapore

    This article examines the strategies employed by four Singapore schools (two primary and two junior colleges) to manage barriers to information and communication technologies (ICT) integration.... More

    pp. 97-125

  6. Peer Computer Conferencing to Support Teachers’ Reflection during Action Research

    Michelle Maher, University of South Carolina, United States; Evelyn Jacob, George Mason University, United States

    This study investigates whether and how peer interaction through scaffolded asynchronous computer-mediated communication (CMC) aided teachers as they conducted courserelated individual action... More

    pp. 127-150

  7. Technology Professional Development: Long-Term Effects on Teacher Self-Efficacy

    George Watson, Marshall University, United States

    The West Virginia K-12 RuralNet Project was an NSF funded program to train inservice teachers on integrating the Internet into science and mathematics curriculum. The program involved training... More

    pp. 151-166

  8. Faculty Laptops: Boon or Bane?

    John Savery & Charlene Reed, University of Akron, United States

    Wireless laptops were provided to faculty in a College of Education. This study examined the impact of this technology on the professional practice of the faculty (teaching, research, and... More

    pp. 167-172

  9. Implementing Computer Technologies: Teachers' Perceptions and Practices

    Lori Wozney, Centre for the Study of Learning and Performance, Concordia University, Canada; Vivek Venkatesh, Concordia University, Canada; Philip Abrami, Centre for the Study of Learning and Performance, Concordia University, Canada

    This study investigates personal and setting characteristics, teacher attitudes, and current computer technology practices among 764 elementary and secondary teachers from both private and public... More

    pp. 173-207

  10. Beginning With a Baseline: Insuring Productive Technology Integration in Teacher Education

    Savilla Banister & Rachel Vannatta, Bowling Green State University, United States

    If colleges of education are going to successfully prepare teacher candidates to meet NETS-T standards (Kelly, 2002), then teacher education programs must begin developing strategies to assess... More

    pp. 209-235