Contemporary Issues in Technology and Teacher Education
December 2014 Volume 14, Number 4
Editors
Glen L. Bull; Lynn Bell; Chrystalla Mouza
Table of Contents
Number of articles: 7
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New Technologies, New Possibilities for the Arts and Multimodality in English Language Arts
Wendy Williams, Arizona State University, United States
This article discusses the arts, multimodality, and new technologies in English language arts. It then turns to the example of the illuminated text—a multimodal book report consisting of animated... More
pp. 327-355
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Approximating the Practice of Mathematics Teaching: What Learning Can Web-based, Multimedia Storyboarding Software Enable?
Patricio Herbst, Vu-Minh Chieu & Annick Rougée, University of Michigan, United States
This paper builds on Grossman's notion of approximations of practice as scaled-down opportunities for preservice teachers to learn to teach by doing. The authors propose the use of media rich,... More
pp. 356-383
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Examining Mathematics Teacher Educators’ Emerging Practices in Online Environments
Signe Kastberg, Purdue University, United States; Kathleen Lynch-Davis, Appalachian State University, United States; Beatriz D'Ambrosio, Miami University, United States
Teacher professional development and course work using asynchronous online environments seems promising, yet little is known about how mathematics teacher educators (MTEs) develop practices for... More
pp. 384-400
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Pedagogy for the Connected Science Classroom: Computer Supported Collaborative Science and the Next Generation Science Standards
Brian J. Foley & John M. Reveles, California State University, Northridge, United States
The prevalence of computers in the classroom is compelling teachers to develop new instructional skills. This paper provides a theoretical perspective on an innovative pedagogical approach to... More
pp. 401-418
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Data-Driven Decision-Making: Facilitating Teacher Use of Student Data to Inform Classroom Instruction
Catherine Schifter, Temple University, United States; Uma Natarajan, University of Massachusetts, Boston, United States; Diane Jass Ketelhut, University of Maryland, United States; Amanda Kirchgessner, Temple University, United States
Data-driven decision making is essential in K-12 education today, but teachers often do not know how to make use of extensive data sets. Research shows that teachers are not taught how to use... More
pp. 419-432
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Guidelines for Using Technology to Prepare Social Studies Teachers
David Hicks, Virginia Tech, United States; John K. Lee, North Carolina State University, United States; Michael Berson, University of South Florida, United States; Cheryl Bolick, University of North Carolina at Chapel Hill, United States; Richard Diem, The University of Texas at San Antonio, United States
The inaugural issue of Contemporary Issues in Technology and Teacher Education provided a series of guidelines for using digital technology to prepare teachers in the fields of social studies, math... More
pp. 433-450
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Effect of Faculty Member's Use of Twitter as Informal Professional Development During a Preservice Teacher Internship
Michael Mills, University of Central Arkanas, United States
Educators have increasingly turned to Twitter as a means for receiving professional development and building and sustaining professional learning communities. This paper reports the results of a... More
pp. 451-467
