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Contemporary Issues in Technology and Teacher Education

2004 Volume 3, Number 4

Editors

Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 10

  1. Technology and Teacher Education: Are We Talking to Ourselves?

    Debra Sprague, George Mason University, United States

    Colleges and schools of education today are facing a challenge caused by the differing philosophies and views of their teacher education faculty and the educational technology faculty. Some believe... More

    pp. 353-361

  2. Technology-Supported Mathematics Activities Situated Within an Effective Learning Environment Theoretical Framework

    Jeffrey Hovermill Shamatha, Northern Arizona University, United States; Dominic Peressini & Kirsten Meymaris, University of Colorado-Boulder, United States

    Research in educational reform demonstrates that students are more likely to develop contextual and transferable understandings when classroom activities are guided by the components of effective... More

    pp. 362-381

  3. Developing an Online Geology Course for Preservice and Inservice Teachers: Enhancements for Online Learning

    William Veal & John Brantley, University of North Carolina at Chapel Hill, United States; Rebecca Zulli, North Carolina Education Research Council, United States

    The purpose of this study is to explore previously identified instructional quality indicators or enhancements for classroom-based courses and evaluate improvements in effectiveness, usefulness,... More

    pp. 382-411

  4. Preservice Teacher Perceptions of a Technology-Enriched Methods Course

    Philip Molebash, San Diego State University, United States

    The existing gap between how we expect teachers to use technology and how they are actually using it has largely been blamed on schools and colleges of education (SCOEs). To address this concern it... More

    pp. 412-432

  5. Using Technology Tools to Support Learning in the English Language Arts

    Jamie Myers, The Pennsylvania State University, United States

    Hypermedia authoring, as taught by Dr. Myers, involves the process of juxtaposing, through video sequences or website hyperlinks, various multimedia "texts"—print, music, video, image, gesture, art... More

    pp. 436-442

  6. Integrating Technology Into an Intermediate Literacy Methods Course

    Denise A. Schmidt, Donna J. Merkley & Carol J. Fuhler, Iowa State University, United States

    In recent years, the definition of literacy has evolved to include not only print materials, but visual sign systems and symbols that are easily represented with technology (Harris & Hodges, 1995; ... More

    pp. 443-452

  7. The Introductory Technology Course: A Tool for Technology Integration

    Keith Wetzel, Arizona State University West, United States; Lance Wilhelm, Arizona State University, United States; Mia Kim Williams, Arizona State University West, United States

    Two years ago the Arizona State University West (ASUW) College of Education accepted a challenge to redesign the preservice curriculum. Teams of faculty met to create a program that aligned with... More

    pp. 453-465

  8. EDCI 557: Integrating Technology in the Elementary Curriculum

    Debra Sprague, George Mason University, United States

    EDCI 557: Integrating Technology in the Elementary Curriculum is taught within the Elementary Education Program in the Graduate School of Education at George Mason University (GMU). The course is ... More

    pp. 466-469

  9. Preparing Tomorrow's Teachers to Be Socially and Ethically Aware Producers and Consumers of Interactive Technologies

    David Hicks, Pris Sears, Huaiyang Gao, Paulette Goodman & Jackie Manning, Virginia Tech, United States

    Technological literacy will be a necessity — not a frill — in the 21st century. The most important single benefit that the communications revolution can deliver to each and every child in this... More

    pp. 470-481

  10. Partnership Strategies for Systemic Integration of Technology in Teacher Education

    Kara Dawson & Colleen Swain, University of Florida, United States; Natalie Johnson, Iowa State University, United States; Gail Ring, University of Florida, United States

    Less than a decade ago the majority of teacher education programs in the country offered stand-alone technology courses that focused primarily on technical skills and trouble-shooting strategies to... More

    pp. 482-495