Contemporary Issues in Technology and Teacher Education
June 2018 Volume 18, Number 2
Editors
Glen L. Bull; Lynn Bell; Chrystalla Mouza
Table of Contents
Number of articles: 15
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Editorial: Technology to Support Connected and Powerful Teaching and Learning
Chrystalla Mouza, University of Delaware, United States
This issue of CITE Journal is unique in that it also moves beyond mere descriptions of tools and their affordances to discuss the role of emerging technologies (see also Mouza & Lavigne, 2012) in... More
pp. 197-199
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From Connected Learning to Connected Teaching: Editor’s Introduction
Nicole Mirra, Rutgers University, United States
A model of connected teaching is needed to complement the model of connected learning. This special issue of Contemporary Issues in English Language Arts Teacher Education shares some innovative... More
pp. 200-202
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The Fallacies of Open: Participatory Design, Infrastructuring, and The Pursuit of Radical Possibility
Stephanie West-Puckett, University of Rhode Island, United States; Anna Smith, Illinois State University, United States; Christina Cantrill, National Writing Project, United States; Mia Zamora, Kean University, United States
To better understand the impacts of participatory design in English language arts teacher education, this critical case study focuses on the National Writing Project’s Connected Learning Massive,... More
pp. 203-232
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Learners Without Borders: Connected Learning in a Digital Third Space
Clarice Moran, Kennesaw State University, United States
Authentic field experiences are an important aspect of most teacher education programs, yet collaboration often is difficult because of distance and limited resources. This collective case study... More
pp. 233-254
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I, Pseudocoder: Reflections of a Literacy Teacher-Educator on Teaching Coding as Critical Literacy
Kira Baker-Doyle, Arcadia University, United States
This article is a commentary essay that uses the connected learning framework (Ito et al., 2013) as a lens to explore the relationship between making, coding, and critical literacy in the context... More
pp. 255-270
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This Is How We Do It: Authentic and Strategic Technology Use by Novice English Teachers
Betina Hsieh, California State University, Long Beach, United States
As the definition of literacy in the 21st century expands beyond print texts to include digital texts, media objects, images, sounds and social practices, what it means to be an English teacher in ... More
pp. 271-288
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Connected Teaching and Learning in K-16+ Contexts: An Annotated Bibliography
Sarah Lohnes Watulak, Towson University, United States; Rebecca Woodard, University of Illinois at Chicago, United States; Anna Smith, Illinois State University, United States; Lindy Johnson, William & Mary, United States; Nathan Phillips, University of Illinois at Chicago, United States; Katalin Wargo, William & Mary, United States
Connected learning is “an emerging, synthetic model of learning whose principles are consistent with those of positive youth development, sociocultural learning theory, and findings from... More
pp. 289-312
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No One Fits in a Box: Preservice Teachers’ Evolving Perceptions of Self and Others
Julie Rust, Millsaps College, United States; Devon Cantwell, University of Utah, United States
This article describes lessons learned from an applied literacy course in which preservice teachers partnered with a local middle school to teach literacy actively through podcast and digital... More
pp. 313-342
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Believing and Doubting a Student's Intuitive Conjecture About Perimeter
Shelly Sheats Harkness, University of Cincinnati, United States; Bethany Noblitt, Northern Kentucky University, United States
A student, Stuart, related perimeter to pixels and the professor, Beth, moved back and forth between reserved believing and reserved doubting and doubting teacher actions (Elbow, 1986; Harkness &... More
pp. 343-361
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Teachers and Technology: Present Practice and Future Directions
Isha DeCoito, Western University, Canada; Tasha Richardson, OISE/University of Toronto, Canada
Technology cannot be effective in the classroom without teachers who are knowledgeable about both the technology itself and its implementation to meet educational goals. While technology use in the... More
pp. 362-378
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Editorial: Eight Lessons on Networked Teacher Activism from #OklaEd and the #OklaEdWalkout
Daniel G. Krutka, University of North Texas, United States; Tutaleni I. Asino & Scott Haselwood, Oklahoma State University, United States
Teacher activism is increasingly occurring in online spaces, but the implications for educators are unclear. The authors use the recent Oklahoma Teachers Walkout and the active #OklaEd network to... More
pp. 379-391
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Analyzing Historical Primary Source Open Educational Resources: A Blended Pedagogical Approach
Kevin Oliver & Heather Purichia, North Carolina State University, United States
This qualitative case study addresses the need for pedagogical approaches to working with open educational resources (OER). Drawing on a mix of historical thinking heuristics and case analysis... More
pp. 392-415
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Seeing Is Believing: Peer Video Coaching as Professional Development Done With Me and for Me
Kate Cassada & Laura Kassner, University of Richmond, United States
As part of their graduate education, in-service teachers identified an area of instructional focus, video recorded their classroom instruction at two intervals in a semester-long course, formed... More
pp. 416-441
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Creating an Interactive Virtual Community of Linguistically and Culturally Responsive Content Teacher-Learners to Serve English Learners
Sujin Kim, Kim Song & Sarah Coppersmith, University of Missouri-St. Louis, United States
This qualitative case study was framed by an experiential learning approach organized around video resources and linguistically and culturally responsive content teaching. The study explored an... More
pp. 442-466
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Looking for Cracks in the Pavement: Maltese Teachers’ Temporal Adaptation Patterns Toward Tablet PC Use in Formal Educational Settings
Patrick Camilleri, University of Malta, Malta
This paper examines adaptation processes a group of Maltese teachers employed to contextualize tablet PC use in formal educational contexts. Research in information systems stipulates that while... More
pp. 467-490
