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Contemporary Issues in Technology and Teacher Education

September 2015 Volume 15, Number 3

Editors

Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 9

  1. Teaching STEM Through Historical Reconstructions: The Future Lies in the Past

    David A. Slykhuis, James Madison University, United States; Martin-Hansen Lisa, California State University, Long Beach, United States; Christine D. Thomas, Georgia State University, United States; Steven Barbato, International Technology and Engineering Educator Association, United States

    Although we would agree that the components of STEM do not need to be taught all together, all the time, authentic exemplary integrated STEM curricula are difficult to find. When educators refer to... More

    pp. 255-264

  2. ELA Teacher Preparation 2.0: Critical Media Literacy, Action Research, and Mashups

    Judson Laughter, University of Tennessee, Knoxville, United States

    Engaging preservice English language arts interns in the analysis of mashups accomplishes two objectives: (a) it brings interns to a deeper understanding of action research and (b) provides a... More

    pp. 265-282

  3. Perceptions of Online Learning Spaces and their Incorporation in Mathematics Teacher Education

    Deborah Moore-Russo, State University of New York at Buffalo, United States; Jillian Wilsey, Niagara County Community College, United States; Jeremiah Grabowski & Tina M. Bampton, State University of New York at Buffalo, United States

    While digital environments can offer convenient, viable options for preservice and inservice teachers to engage in or continue their studies, little is known about teachers' experiences with and... More

    pp. 283-317

  4. Documenting Collective Development in Online Settings

    Chrystal Dean, Appalachian State University, United States; Jason Silverman, Drexel University, United States

    In this paper the authors explored the question of collective understanding in online mathematics education settings and presented a brief overview of traditional methods for documenting norms and ... More

    pp. 318-333

  5. Teacher Self-Efficacy in 1:1 iPad Integration in Middle School Science and Math Classrooms

    Lana Minshew & Janice Anderson, University of North Carolina at Chapel Hill, United States

    Many schools are beginning to adopt one-to-one computing with the goal of developing students’ 21st-century skills, which allow students not only to learn content but to acquire critical skills (e.... More

    pp. 334-367

  6. Teacher Beliefs and Their Influence on Technology Use: A Case Study

    Rena Shifflet & Gary Weilbacher, Illinois State University, United States

    In this article, the authors describe a case study approach used to examine the complexities and contradictions of ways teachers perceive and implement technology in a seventh-grade social studies ... More

    pp. 368-394

  7. Commentary: Science, Technology, and Society in Guidelines for Using Technology to Prepare Social Studies Teachers: A Reply to Hicks et al. and Crocco and Leo

    Lance Mason, Indiana University Kokomo, United States

    This essay is a response to both the “Guidelines for Using Technology to Prepare Social Studies Teachers” published in this journal by Hicks, Lee, Berson, Bolick, and Diem (2014) and the rejoinder ... More

    pp. 395-403

  8. Investigating the Social Interactions of Beginning Teachers Using a Video Annotation Tool

    Joshua Ellis, Michigan Technological University, United States; Justin McFadden, University of Louisville, United States; Tasneem Anwar & Gillian Roehrig, University of Minnesota, United States

    This study examines the use of a digital video annotation tool used by beginning in-service secondary science and mathematics teachers in the Teacher Induction Network (TIN). TIN is an online... More

    pp. 404-421

  9. Riding the Wave of Social Networking in the Context of Preservice Teacher Education

    Kate Highfield & Marina Papic, Macquarie University, Australia

    This study examined the use of one online social networking tool, NING™, in teacher education, highlighting preservice teachers’ engagement and perceptions of the tool. Data obtained from 91... More

    pp. 422-436