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Contemporary Issues in Technology and Teacher Education

December 2007 Volume 7, Number 4

Editors

Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 5

  1. Pre-Service English Teachers and Technology: A Consideration of Weblogs for the English Classroom

    Melanie Shoffner, Purdue University, United States

    Teaching with technology is a complex issue, at best, bound by issues of access, funding, support and time for both students and teachers (Young & Bush, 2004). When English teachers effectively... More

    pp. 245-255

  2. Toward Technology Integration in Mathematics Education: A Technology-Integration Course Planning Assignment

    Gladis Kersaint, University of South Florida, United States

    This article describes a technology integration course planning assignment that was developed to enhance preservice teachers' technological pedagogical content knowledge (TPCK). This assignment... More

    pp. 256-278

  3. Digital Microscopes: Enhancing Collaboration and Engagement in Science Classrooms with Information Technologies

    Jeremy Dickerson, East Carolina University, United States; Dennis Kubasko, University of North Carolina at Wilmington, United States

    This article describes the implementation of laptop computers and digital, USB-based microscopes (Proscopes®) in science classes. This technology integration project took place in a rural school... More

    pp. 279-292

  4. Developing Preservice Literacy Teachers’ Observation Skills: Two Stories, Two Technologies

    Elizabeth (Betsy) A. Baker, University of Missouri-Columbia, United States

    Systematic observation is a foundational skill teachers use in order to document children's reading development and plan developmentally appropriate instruction. However, a variety of challenges... More

    pp. 293-317

  5. Face-to-Face versus Online Coursework: A Comparison of Learning Outcomes and Costs

    Terry Herman & Savilla Banister, Bowling Green State University, United States

    This study documents the transformation of a graduate-level course for teachers that had traditionally been taught in a face-to-face (f2f) model, in multiple sections, at a large university. By... More

    pp. 318-326