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Journal of Technology and Teacher Education Vol. 8, No. 4 (2000) pp. 351–371
Technology has become ubiquitous everywhere, except in schools. Although many schools are now acquiring the tech-nology, not enough money is being set aside for professional development of teachers in the use of technology. Conse-quently, ...
Journal of Technology and Teacher Education Vol. 13, No. 3 (July 2005) pp. 357–372
Abstract Research has provided important lessons about developing and delivering high quality professional development to educators. Features identified as indicative of high quality professional learning experiences are the organization of the...
Beyond Recollection:Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection
Journal of Technology and Teacher Education Vol. 17, No. 2 (April 2009) pp. 229–251
Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience through electronic portfolio development supported by evidential reasoning methods and reflective question...
Journal of Technology and Teacher Education Vol. 23, No. 4 (October 2015) pp. 509–533
Although the literature emphasizes the need for teachers to have online learning experiences in preparation for teaching online, teachers have few opportunities to experience online learning. One opportunity is online professional development. The ...
“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies
Judith Harris; Mark Hofer; Margaret Blanchard; Neal Grandgenett; Denise Schmidt; Marcela van Olphen; Carl Young
Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 573–605
Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum...
Journal of Technology and Teacher Education Vol. 16, No. 2 (March 2008) pp. 155–180
This article explores results from a research project studying teacher learning and faculty teaching in two online courses for teachers in a master's degree program. We focus on the interactions among students in online small-group discussions. We...
AACE Journal Vol. 16, No. 2 (April 2008) pp. 203–233
The use of podcasting has grown exponentially. Research projects are racing to keep up with this growth to understand implications for learning and instruction. This project specifically attempts to understand if the use and development of podcasts...
Topics: Teachers, Distance Education, Cognition, Training, Interaction, Computers, Community, Mathematics, Accessibility, Integration, Assessment, Instructional Design, Educational Technology, Literacy, Culture, Standards, Children, Science, Curriculum, Professional Development, eLearning, Attitudes, Evaluation, Software, Multimedia, Internet, Virtual Environments, Students, Library, Middle School Education, Legal Issues, Information Sciences, Physical Environments, Planning, Research Methods, Social Sciences, Socialization, Schools, Navigation, Learning Objects, Collaboration, Competencies, Communication, Leadership, Graphics, Teaching Methods, Instructional Materials, Computer Sciences, Classrooms, Behavior, Databases, English Language Arts, Inclusive Education, Information Communication Technologies, Health, Government, Ethical Issues, Tutoring, Audio, Creativity, Multicultural Education, Human Computer Interaction
International Journal of Educational Telecommunications Vol. 5, No. 4 (1999) pp. 361–385
As various institutions choose to purchase and ultimately adapt a course support system to their context, or even develop their own system, they need to give serious consideration to the design of associated professional development programs. At...
Collaborative Inquiry with Technology in Secondary Science Classrooms: Professional Learning Community Development at Work
E-Learning and Digital Media Vol. 11, No. 5 (2014) pp. 495–505
The development of critical scientific literacy in primary and secondary school classrooms requires authentic inquiry with a basis in the real world. Pairing scientists with educators and employing informatics and visualization tools are two...
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 2 (June 2011) pp. 167–183
Teacher preparation for the 21st century deserves a front-end approach to addressing the use of technology in the learning environment. To study the effect of instructing with technology, pedagogy, and content knowledge (TPACK), teachers were asked...
Journal of Educators Online Vol. 11, No. 2
The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the ...
Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research
The International Review of Research in Open and Distributed Learning Vol. 16, No. 2 (Apr 15, 2015)
Curriculum development for distance education (DE) practitioners is more and more focusing on practical requirements and competence development. Delphi and DACUM methods have been used at some universities. However, in the competency-based...
A Case Study of a TPACK-Based Approach to Teacher Professional Development:Teaching Science With Blogs
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 161–200
This paper presents a case study of a technology professional development initiative and illustrates how a workshop approach based on technology, pedagogy, and content knowledge (TPACK) was adapted for professional learning at a school site. The...
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 209–234
Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators’ use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of...
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 3 (September 2007) pp. 178–198
Anyone who can access the Internet can be part of the knowledge-access, knowledge-building, information-exchanging culture, regardless of location. Time magazine's latest "Person of the Year" is "You"(Grossman, 2006). In a startling acknowledgement...
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 3 (2004) pp. 323–344
This paper examines three questions regarding the use of computer technologies and education. The first question addresses the effects of computer technologies on student achievement, the second regards the effects of computer technologies on school ...
Technology and the Deep Play of Intercultural Teacher Education: A Reflection on Two Seminal Writings of Clifford Geertz
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 4 (2005) pp. 489–503
Abstract The selection of a seminal piece on intercultural issues in technology and teacher education was challenging. Researchers interested in the field come from numerous fields of study, including education, anthropology, sociology, psychology,...
Topics: psychology, Interactive Multimedia Systems, Intercultural, Inclusive Education, Social Sciences, Pedagogy, Professional Development, Preservice Teacher Education, Technology integration, teacher education, Integration
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 2 (June 2007) pp. 59–74
The pervasive nature of the Internet, both in society and in America's schools, leads teacher educators to wonder how this dynamic tool is being utilized in the classroom and, especially, if it is benefiting students' understanding. This study...
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 3 (September 2009) pp. 280–315
This mixed methods study examined the effects of inserting laptops and science technology tools in middle school environments. Working together with a local university, middle school science teaching faculty members wrote and aligned curricula,...
Topics: Middle School Education, Classrooms, Human Computer Interaction, Learning Outcomes, Students, Computers, Integration, Teachers, Multimedia, Educational Technology, Change, Professional Development, Curriculum, Science, Teaching Methods, Creativity, Schools, Collaboration
Integrating Point-to-Point Videoconferencing Into Professional Development of Rural Elementary School Science Teachers
Contemporary Issues in Technology and Teacher Education Vol. 6, No. 4 (December 2006) pp. 399–413
This study investigated the effectiveness of using point-to-point videoconferencing for a 3-day professional development workshop of elementary school science teachers as part of the Science Co-op Project in rural Missouri. The intentions of this...
Topics: Professional Development, Science, Attitudes, eLearning, Collaboration, Communication, Elementary Education, Educational Technology, Distance Education, Computers, Networking Technologies, Information Communication Technologies
Using supported video exemplars for the professional development of preservice elementary school teachers
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 2 (June 2007) pp. 28–41
The use of videotaped episodes of elementary mathematics classrooms for professional development is not new. However, without appropriate support, preservice teachers may find it difficult to hone in on the underlying features of the targeted...
The GOALS Model: Rural Teacher Preparation Institutions Meeting the Ideals of a PDS Through Educational Technology
Contemporary Issues in Technology and Teacher Education Vol. 2, No. 4 (2002) pp. 574–585
A primary goal of teacher preparation units is to develop skills that the teacher candidate can successfully apply as a novice teacher. As such, teacher preparation units have implemented a variety of teaching models to prepare quality PK-12...
Contemporary Issues in Technology and Teacher Education Vol. 5, No. 3 (2005) pp. 210–236
The May 2005 National Council of Teachers of English (NCTE) Conference on English Education (CEE) Leadership and Policy Summit brought together over 75 past, present, and future leaders of CEE from across the United States to Georgia State...
Contemporary Issues in Technology and Teacher Education Vol. 8, No. 3 (September 2008) pp. 244–263
This interpretive case study explores an attempt to add an online component-the On-line Literacy Project-to a successful face-to-face professional development community. Participants were six members of the Literacy Project, which was carried out in ...
Topics: Virtual Environments, Information Communication Technologies, Networking Technologies, Mentoring, Communication, Collaboration, Computers, Community, Interaction, Internet, Professional Development, Educational Technology
Contemporary Issues in Technology and Teacher Education Vol. 6, No. 2 (June 2006) pp. 218–229
The mission of the Association for Science Teacher Education (ASTE) is to promote leadership in and support for those involved in the professional development of teachers of science. The organization originated in the late 1920s through visits and...
Developing technology-integrated field experience sites in urban schools: Approaches, assumptions, and lessons learned
Contemporary Issues in Technology and Teacher Education Vol. 5, No. 2 (2005) pp. 169–176
The Teachers Infusing Technology in Urban Schools project (TITUS) at the University of Illinois at Chicago (UIC) is developing an approach for addressing the shortage of opportunities for teacher candidates to experience technology being used...
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 4 (2005) pp. 465–488
The Personal Perspectives multimedia project described in this article engages teacher candidates in examining and representing their cultural identity by means of Apple's iMovie software. This digital storytelling project was developed by the autho ...
Contemporary Issues in Technology and Teacher Education Vol. 6, No. 4 (December 2006) pp. 436–455
This case study describes the outcomes of 4 years of professional development funded by a PT3 grant. Participants included general education university faculty members, teacher education faculty members, school administrators, and K-12 teachers. All ...
Contemporary Issues in Technology and Teacher Education Vol. 3, No. 2 (2003) pp. 128–145
Imagine, small groups of fourth graders are scattered about the natural area adjacent to the playground of Aldo Leopold Elementary School located in a small town in upstate New York (see Figure 1). They are equipped with laptop computers linked to...
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 2 (June 2009) pp. 95–116
Today’s children are bombarded by a range of media, and it is the responsibility of teachers to equip students to engage critically. Just as teachers are responsible to teach critical literacy, teacher educators must help empower teachers to become ...
Contemporary Issues in Technology and Teacher Education Vol. 2, No. 2 (2002) pp. 204–217
The purpose of this article is to highlight technology integration within a unique professional development school (PDS) context. Emphasis is placed on teaching interns (i.e., prospective elementary teachers in their final year of preparation) who...
Contemporary Issues in Technology and Teacher Education Vol. 5, No. 2 (2005) pp. 149–168
As beginning teachers experience and process new information during their initial acts of teaching, reflection is an inherent part of the process. This study was designed to explore technology as a tool for reflection by introducing first year...
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 3 (2004) pp. 345–362
This essay presents a vision for technology integration in teacher education that develops teachers into "technology integrationists," or teachers who thoughtfully choose to integrate technology when it supports students' subject matter learning....
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 2 (2004) pp. 248–253
I wrote the "Myths and Realities About Technology in K-12 Schools" article (Kleiman, 2000) in 1999. Looking back at it 5 years later as it is appears as a "seminal article" in Contemporary Issues in Technology and Teacher Education, I find myself...
Contemporary Issues in Technology and Teacher Education Vol. 6, No. 2 (June 2006) pp. 204–217
This article shares an approach to teaching mathematics teacher education courses incorporating asynchronous online discussions. Specifically, this research is guided by the following research questions: (a) How would online discussions contribute...
Topics: Preservice Teachers, Technology integration, research, teacher education, Integration, Mathematics, Preservice Teacher Education, Professional Development, computer mediated communication, Teaching Methods, Blended Learning, Inclusive Education, Research Methods
International Journal on E-Learning Vol. 4, No. 2 (2005) pp. 177–190
Typically, online conversations within a university course or a community of professionals tend to take the form of a dialogue or discussion focusing on a given theme. The two different cases presented here are quite different, despite being goal...
Self-Actualization and E-Learning: A Qualitative Investigation of University Faculty’s Perceived Barriers to Effective Online Instruction
International Journal on E-Learning Vol. 8, No. 2 (April 2009) pp. 223–240
Much has been written about why university faculty choose to refrain or participate in online instruction (Beaudoin, 1990; Bower, 2001; Clark, 1993; Dillon & Walsh, 1992; McKenzie, 2000; McKinnon, 1998; Paulson, 2002; Rockwell, Scheuer, Fritz, &...
E-Learning Teams and Their Adult Learning Efforts in Corporate Settings: A Cross Analysis of Four Case Studies
International Journal on E-Learning Vol. 7, No. 2 (April 2008) pp. 293–309
Four cases relating to the efforts of e-learning teams in valuing adult learners in their e-learning solutions were examined to better understand how e-learning teams value their adult learners within corporate settings. Two questions guided the...
International Journal on E-Learning Vol. 6, No. 2 (April 2007) pp. 187–203
Pressures on higher education from outside as well as inside to incorporate information and communication technologies (ICT) will continue to grow. Society expects graduates to emerge from their university experience with appropriate technology...
“Second Generation” E-Learning: Characteristics and Design Principles for Supporting Management Soft-Skills Development
International Journal on E-Learning Vol. 6, No. 2 (April 2007) pp. 157–185
This article develops the concept of "second generation" e-learning as a new paradigm for thinking about online learning. Whereas "first generation" approaches have been effective for developing technical skills, the same approach has not proven...
International Journal on E-Learning Vol. 6, No. 2 (April 2007) pp. 267–277
This study sought to determine attitudes toward online education of English language teachers employed in state secondary schools in North Cyprus following an inservice program on distance education. Seventy-four teachers (male = 37, female = 37)...