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Journal of Technology and Teacher Education

July 2008 Volume 16, Number 3

Editors

Richard E. Ferdig

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Table of Contents

Number of articles: 5

  1. Acquiring Knowledge From Asynchronous Discussion

    Yiong Hwee Teo, Ministry of Education (Singapore), Singapore; Len Webster, Monash University, Australia

    This article discusses a study which was designed to explore how online scaffolding can be incorporated to support knowledge acquisition in asynchronous discussion. A group of Singapore preservice ... More

    pp. 265-281

  2. An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development

    Marybeth Green, University of Texas at San Antonio, United States; Lauren Cifuentes, Texas A&M University, United States

    In this study we examined the effects of online follow-up and online peer interaction following a face-to face professional development workshop on attitudes towards that professional development... More

    pp. 283-306

  3. Simulation and the Need for Practice in Teacher Preparation

    Mark Girod & Gerald R. Girod, Western Oregon University, United States

    Recognizing the power of high quality practice in teacher preparation, a web-based simulation called Cook School District was designed to allow teacher candidates to practice the skills necessary... More

    pp. 307-337

  4. Technologically-Based Mentoring Provided to Teachers: A Synthesis of the Literature

    Lauren B. Gentry, Carolyn A. Denton & Terri Kurz, The University of Texas at Austin, United States

    Instructional coaching or mentoring, as a form of professional development for teachers, has gained importance as educational policy has called for the implementation of research-validated... More

    pp. 339-373

  5. Using Student Response Systems in Lecture-Based Instruction: Does It Change Student Engagement and Learning?

    Erika Blood & Richard Neel, University of Washington, United States

    The effects of using a student response system (SRS) in a graduate lecture class in special education were investigated. Comparisons of content mastery and self-reported engagement between lectures... More

    pp. 375-383