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Journal of Technology and Teacher Education

July 2006 Volume 14, Number 3

Editors

Richard E. Ferdig

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Table of Contents

Number of articles: 11

  1. Editorial: Defining Education Research: Continuing the Conversation

    Debra Sprague, George Mason University, United States

    A debate currently occurring in the research community centers around what qualifies as "high quality" education research. This discussion was prompted by the U. S. Department of Education's... More

    pp. 431-438

  2. Comparative Analysis of Preservice Teachers’ Reflective Thinking in Synchronous Versus Asynchronous Online Case Discussions

    Barbara B. Levin, Ye He & Holly H. Robbins, University of North Carolina at Greensboro, United States

    This study was undertaken to better understand the nature of preservice teachers' reflective thinking during case discussions about classroom management in two online formats: synchronous versus... More

    pp. 439-460

  3. Teachers Roles’ and Professional Learning in Communities of Practice Supported by Technology in Schools

    Elizabeth Hartnell-Young, The University of Melbourne, Australia

    ** Invited as a paper from ED-MEDIA 2004 ** This article explores four roles of teachers in classrooms using computers, from the perspective of communities of practice (Wenger, 1998). It reports ... More

    pp. 461-480

  4. Practices for the Use of Technology in High Schools: A Delphi Study

    Kevin Clark, George Mason University, United States

    The Delphi method was used to generate practices regarding the use of technology in high schools. In addition to generating the practices, teacher leaders, administrators, researchers, and... More

    pp. 481-499

  5. Inquiry-Based Instruction Through Handheld-Based Science Activities: Preservice Teachers’ Attitude and Self-Efficacy

    Issaou Gado & Robert Ferguson, Cleveland State University, United States; Mark van ’t Hooft, Kent State University, United States

    This study investigates conditions and factors that affect preservice teachers' decisions to use handheld computers in scientific investigations and explores aspects of student learning and... More

    pp. 501-529

  6. The Impact of Online Teaching on Faculty Load: Computing the Ideal Class Size for Online Courses

    Lawrence Tomei, Robert Morris University, United States

    This study examined the impact of substituting didactic instruction, face-to-face advisement, and conventional evaluation with distance-based delivery of content, electronic counseling, and online ... More

    pp. 531-541

  7. The Effect of Social Context on the Reflective Practice of Preservice Science Teachers: Incorporating a Web-Supported Community of Teachers

    James MaKinster, Hobart and William Smith Colleges, United States; Sasha Barab, William Harwood & Hans Andersen, Indiana University, United States

    This study examines the use of electronic networking technologies in the context of a secondary science methods course and an accompanying student teaching experience. Specifically, we examined... More

    pp. 543-579

  8. How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection?

    Eugene Judson, CRESMET at Arizona State University, United States

    Research indicates that teachers who readily integrate technology into their instruction are more likely to possess constructivist teaching styles. Evidence suggests there is a parallel between a... More

    pp. 581-597

  9. From the University to the Elementary Classroom: Students’ Experiences in Learning to Integrate Technology in Instruction

    Dina Brown, Argosy University, United States; Mark Warschauer, University of California, Irvine, United States

    This study employed qualitative and quantitative methodologies to investigate effective approaches to technology integration in teacher-preparation curriculum, incorporating credential coursework... More

    pp. 599-621

  10. Evidence-Based Education: Postcards From the Edge

    Amy Overbay, Lisa Grable & Ellen Vasu, NC State University, United States

    (Note--outstanding paper award, Site 2004) This article reports on the research design and implications stemming from a statewide evaluation developed during a Department of Education Title IID ... More

    pp. 623-632

  11. Teachers Explore Linear and Exponential Growth: Spreadsheets as Cognitive Tools

    Mara Alagic, Wichita State University, United States; Diana Palenz, Wiichita State University, United States

    This article addresses some of the issues relevant to the cognitive goals of information and communication technology (ICT) integration in the mathematics classroom. It focuses on the development... More

    pp. 633-649