You are here:

Contemporary Issues in Technology and Teacher Education

June 2018 Volume 18, Number 2


Glen L. Bull; Lynn Bell; Chrystalla Mouza

Search this issue

Table of Contents

Number of articles: 15

  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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