Contemporary Issues in Technology and Teacher Education
December 2018 Volume 18, Number 4
Editors
Glen L. Bull; Lynn Bell; Chrystalla Mouza
Table of Contents
Number of articles: 7
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Editorial: A Report on the 2018 National Technology Leadership Summit
Chrystalla Mouza, Editor, University of Delaware, United States
On September 27-28, 2018, national leaders from educational associations, editors of educational technology journals, directors of nonprofit foundations, federal policy makers, and corporate... More
pp. 601-605
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Novice Secondary Mathematics Teachers’ Evaluation of Mathematical Cognitive Technological Tools
Ryan Smith, Radford University, United States; Dongjo Shin & Somin Kim, University of Georgia, United States; Matthew Zawodniak, Texas State University, United States
As technology becomes more prevalent in the mathematics classroom, teachers will need to be able to effectively evaluate technological tools to use with students. In this study, the authors... More
pp. 606-630
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Elementary Education Candidates’ Integration of Technology in Science Units
Drew Polly & Ian Binns, University of North Carolina at Charlotte, United States
This study used the framework of technological pedagogical and content knowledge (TPACK) to examine how elementary education preservice teachers integrated technology in science units that they... More
pp. 631-647
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Preparing Social Studies Teachers and Librarians for Blended Teaching
Mark Stevens & Jered Borup, George Mason University, United States; Michael K. Barbour, Touro University, California, United States
Blended learning has grown rapidly in K-12 schools and is commonly seen as a potential vehicle to make learning more student centered by providing students with some level of control over their... More
pp. 648-669
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On-Ramps to Professional Practice: Selecting and Implementing Digital Technologies for Virtual Field Experiences
Joe Sweeney, University of Mississippi, United States; Amanda Milewski, University of Michigan, United States; Joel Amidon, University of Mississippi, United States
Teacher educators understand that the preparation of teachers needs to be rooted in the practice of teaching. This understanding, paired with the advancement in digital technologies capable of... More
pp. 670-691
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The Impact of a Teacher Education Program Re-design on Technology Integration in Elementary Preservice Teachers: A Five Year Multi-Cohort Study
Guy Trainin & Laurie Friedrich, University of Nebraska-Lincoln, United States; Qizhen Deng, Boise State University, United States
This 5-year multicohort study examined the growth of elementary preservice teachers’ technology integration in the context of a teacher preparation program redesign that made integrating... More
pp. 692-721
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K-12 Technology Leaders: Reported Practices of Technology Professional Development Planning, Implementation, and Evaluation
Michael Karlin, Anne Ottenbreit-Leftwich, Gamze Ozogul & Yin-Chan Liao, Indiana University, United States
Teachers have perceived technology professional development (tech-PD) as ineffective, particularly when it does not address individual needs. Researchers need to examine how tech-PD experiences... More
pp. 722-748
