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Contemporary Issues in Technology and Teacher Education

2005 Volume 5, Number 3


Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 13

  1. Advancing the Field: Considering Acceptable Evidence in Educational Technology Research

    Lynne Schrum, Journal of Research on Technology in Education, United States; Ann Thompson, Journal of Computing in Teacher Education, United States; Debra Sprague, Journal of Technology and Teacher Education, United States; Cleborne Maddux, Computers in the Schools, United States; Anita McAnear, Learning and Leading with Technology, United States; Lynn Bell & Glen Bull, Contemporary Issues in Technology and Teacher Education, United States

    This editorial provides a follow-up report of the status of one facet of this effort, as promised in the initial call to action. The directions outlined are based on ongoing dialog among the task... More

    pp. 202-209

  2. Beliefs About Technology and the Preparation of English Teachers: Beginning the Conversation

    Janet Swenson, Michigan State University, United States; Robert Rozema, Grand Valley State University, United States; Carl A. Young, Virginia Tech, United States; Ewa McGrail, Georgia State University, United States; Phyllis Whitin, Wayne State University, United States

    The May 2005 National Council of Teachers of English (NCTE) Conference on English Education (CEE) Leadership and Policy Summit brought together over 75 past, present, and future leaders of CEE from... More

    pp. 210-236

  3. Envisioning Effective Technology Integration: A Scenario for English Education Doctoral Programs

    Ewa McGrail, Georgia State University, United States; Robert Rozema, Grand Valley State University, United States

    As national teacher education and government organizations continue to endorse technology integration in K-12 settings, university doctoral programs in English education face a complex task. They... More

    pp. 237-253

  4. Technology in Mathematics Education: Preparing Teachers for the Future

    Robert Powers & William Blubaugh, University of Northern Colorado, United States

    The preparation of preservice teachers to use technology is one of the most critical issues facing teacher education programs. In response to the growing need for technological literacy, the... More

    pp. 254-270

  5. Developing an Online Accessible Science Course for All Learners

    William Veal, College of Charleston, United States; Marty Bray, California State University, Fullerton, United States; Claudia Flowers, University of North Carolina - Charlotte, United States

    The purpose of this paper is to empirically examine the accessibility of Web sites of an online Earth and environmental course. Developmental research was used to understand how science content Web... More

    pp. 271-289

  6. Digital Image Manipulation: A Compelling Means to Engage Students in Discussion of Point of View and Perspective

    Mark Hofer, College of William & Mary, United States; Kathleen Owings Swan, University of Kentucky, United States

    With the importance of imagery in our culture and the increasing access to both digital images and the tools used to manipulate them, it is important that social studies teacher educators prepare... More

    pp. 290-299

  7. Collaborating Across the Miles: Telecollaboration in a Social Studies Methods Course

    Amy J. Good, Katherine A. O'Connor & H. Carol Greene, East Carolina University, United States; Eric F. Luce, University of Southern Mississippi, United States

    This study considers the enrichment of social studies methods through the integration of videoconferencing in a telecollaborative format. The purpose in developing this study was threefold: (a) to ... More

    pp. 300-317

  8. The role of teacher practices and classroom characteristics on the "digital divide" in students’ usage of technology tools: A Multilevel Analysis

    Seung Jin, Lewis University, United States; Joshua Bagaka, Cleveland State University, United States

    The study examined the role student, teacher/classroom, and school characteristics play on the "digital divide" in access and utilization of various technology tools among elementary school... More

    pp. 318-329

  9. Technology-Rich Faculty Development for Teacher Educators: The Evolution of a Program

    Berhane Teclehaimanot, University of Toledo, United States; Annette Lamb, Indiana University Purdue University at Indianapolis, United States

    Many teacher educators lack the skills necessary to model effective technology use in their university courses. An effective faculty development program is critical in addressing this concern. This... More

    pp. 330-344

  10. Commentary: The Growing Utilization of Design-Based Research

    Chris Dede, Harvard Graduate School of Education, United States

    Dr. Roblyer's (2005) excellent overview of educational technology research makes a compelling case for improving the manner in which research on educational technology is conducted. I commend CITE ... More

    pp. 345-348

  11. Children, Computers, and Powerful Ideas

    Glen Bull, University of Virginia, United States

    In 1968 Papert expressed the concern, republished in Tutor, Tool, Tutee in 1980, that often the phrase "technology and education" means "inventing new gadgets to teach the same old stuff in a... More

    pp. 349-352

  12. Teaching Children Thinking

    Seymour Papert, MIT, United States

    The phrase "technology and education" usually means inventing new gadgets to teach the same old stuff in a thinly disguised version of the same old way. Moreover, if the gadgets are computers, the ... More

    pp. 353-365

  13. You Can’t Think About Thinking Without Thinking About Thinking About Something

    Seymour Papert, MIT, United States

    Although printed in 1970, "Teaching Children Thinking" was conceived in 1968 and bears the signs of the heady atmosphere of that time. Across the society change was in the air, deeply rooted... More

    pp. 366-367