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Contemporary Issues in Technology and Teacher Education

March 2019 Volume 19, Number 1


Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 5

  1. Designing to Provoke Disorienting Dilemmas: Transforming Preservice Teachers’ Understanding of Function Using a Vending Machine Applet

    Allison McCulloch, NC State University, United States; Jennifer Lovett, Middle Tennessee State University, United States; Cyndi Edgington, NC State University, United States

    The purpose of this study was to investigate a function machine in the form of a Vending Machine applet as a means to motivate preservice teachers to examine their own understanding of the function... More

    pp. 4-22

  2. Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science

    Josie Melton & Matthew Miller, Western Washington University, United States; Joseph Brobst, The Center for Educational Partnerships at Old Dominion University, United States

    This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science ... More

    pp. 23-44

  3. Examining Social Studies Educators to Facilitate Preservice Teacher Development of Technology Integration

    Erik Kormos, Colegio Karl C. Parrish, Colombia

    This study sought to develop an understanding of current practices by professionals in the field to best prepare future social studies educators in the usage of technology. A quantitative... More

    pp. 45-61

  4. Learning Across Boundaries: Educator and Startup Involvement in the Educational Technology Innovation Ecosystem

    Joan Hughes, The University of Texas at Austin, United States

    This qualitative case study examined what educators and startups learned from each other when participating in a 4-hour educational technology (edtech) design summit, SlowPitch, which strategically... More

    pp. 62-96

  5. Professional Learning Practices and Beliefs of an Online Community of English Language Teachers

    Jeremy Slagoski, Southern Illinois University Carbondale, United States

    This study investigated the domain and practice of an online community of practice formed by English language teachers (ELTs) on Twitter as a professional learning network (PLN). A “Communities of ... More

    pp. 97-116