You are here:

Contemporary Issues in Technology and Teacher Education

September 2019 Volume 19, Number 3

Editors

Glen L. Bull; Lynn Bell; Chrystalla Mouza

Search this issue

Table of Contents

Number of articles: 11

  1. Beliefs, Models, and Practices on Fostering Teacher Learning in Technology Integration

    Chrystalla Mouza, University of Delaware, United States

    Most teachers believe that students’ use of digital devices has a “mostly helpful” effect on students’ education (Busteed & Dugan, 2018). Yet, many teachers are not provided with the professional... More

    pp. 302-304

  2. Reprint: Beliefs for Integrating Technology into the English Language Arts Classroom

    Tom L. Lynch, Pace University, United States; Troy Hicks, Central Michigan University, United States; Jonathan Bartels, University of Alaska Anchorage, United States; Richard Beach, University of Minnesota (Emeritus), United States; Sean Connors, University of Arkansas, United States; Nicole Damico et al., University of Central Florida, United States

    This statement, formerly known as “Beliefs about Technology and the Preparation of English Teachers,” was updated in October 2018 with the new title, “Beliefs for Integrating Technology into the... More

    pp. 305-317

  3. “Beliefs for Integrating Technology into the English Language Arts Classroom”: Reflections From Scholars in the Field

    Donna Alvermann, University of Georgia, United States; Carl A. Young, North Carolina State University, United States; Ewa McGrail, Georgia State University, United States; Nicole Damico, University of Central Florida, United States; Lauren Zucker, Northern Highlands Regional High School, United States

    The authors currently serve as co-chairs of the Commission on Digital Literacies and Teacher Education (D-LITE), a working group within the National Council of Teachers of English’s English... More

    pp. 318-326

  4. 23 Months x 22 Scholars: Collaboration, Negotiation, and the Revision of a Position Statement on Technology in English Language Arts

    Lauren Zucker, Northern Highlands Regional High School, United States; Troy Hicks, Central Michigan University, United States

    This article explores the writing processes of 22 English education scholars over the course of 23 months, resulting in the 2018 publication of an updated National Council of Teachers of English... More

    pp. 327-350

  5. A Framework for Teachers’ Evaluation of Digital Instructional Materials: Integrating Mathematics Teaching Practices With Technology Use in K-8 Classrooms

    Amanda Thomas, University of Nebraska–Lincoln, United States; Alden J. Edson, Michigan State University, United States

    The study explored the evaluation of digital instructional materials (DIMs) by K-8 teachers of mathematics, positing that a useful perspective for evaluating DIMs by K-8 teachers of mathematics is ... More

    pp. 351-372

  6. Using Digital Science Notebooks to Support Elementary Student Learning: Lessons and Perspectives From a Fifth-Grade Science Classroom

    Angelina Constantine, University of Minnesota, United States; Karl G. Jung, University of South Florida, United States

    The exploratory case study described in this paper examined the experiences of an elementary science teacher as he integrated iPads into his teaching. With the intent of finding a purposeful use... More

    pp. 373-412

  7. Use of Schema Theory and Multimedia Technology to Explore Preservice Students’ Cognitive Resources During an Earth Science Activity

    Catherine Quinlan, Howard University, United States

    Meaningful integration of multimedia technology into the three-dimensional learning promoted by the Next Generation Science Standards (i.e., Science and Engineering Practices, Crosscutting Concepts... More

    pp. 413-438

  8. A Case of Early Adopters of Technology in a Social Studies Classroom

    Kelley Regan, Anna Evmenova, Nichole P. MacVittie, Alicia Leggett, Samantha Ives, Jessica Schwartzer, Margo Mastropieri & Maria P. Rybicki-Newan, George Mason University, United States

    Integrating unfamiliar technology in the classroom often requires ample technological resources and professional development. However, these resources are often not available. This case study of... More

    pp. 439-468

  9. The Fun of its Parts: Design and Player Reception of Educational Board Games

    Spencer P. Greenhalgh, University of Kentucky, United States; Matthew J. Koehler & Liz Owens Boltz, Michigan State University, United States

    Although board, card, and other analog games can serve as useful educational technologies, little research exists to support teachers’ efforts in finding analog games that are pedagogically... More

    pp. 469-497

  10. Transforming Mobile Learning and Digital Pedagogies: An Investigation of a Customized Professional Development Program for Teachers in a Hospital School

    Aidan McCarthy, Dorit Maor & Andrew McConney, Murdoch University, Australia

    In an initiative to improve learning experiences and outcomes for students, the leaders of a school located in a hospital in Australia implemented a new digital strategy with mobile technologies... More

    pp. 498-528

  11. Supporting Public-Facing Education for Youth: Spreading (Not Scaling) Ways to Learn Data Science With Mobile and Geospatial Technologies

    Katie Headrick Taylor & Deborah Silvis, University of Washington, United States; Remi Kalir, University of Colorado Denver, United States; Anthony Negron & Catherine Cramer, New York Hall of Science, United States; Adam Bell & Erin Riesland, University of Washington, United States

    A project called Mobile City Science (MCS), a partnership between the University of Washington, New York Hall of Science, the Digital Youth Network, and two high schools, leverages young people’s... More

    pp. 529-542