Contemporary Issues in Technology and Teacher Education
2005 Volume 5, Number 3
Editors
Glen L. Bull; Lynn Bell; Chrystalla Mouza
Table of Contents
Number of articles: 13
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Advancing the Field: Considering Acceptable Evidence in Educational Technology Research
Lynne Schrum, Journal of Research on Technology in Education, United States; Ann Thompson, Journal of Computing in Teacher Education, United States; Debra Sprague, Journal of Technology and Teacher Education, United States; Cleborne Maddux, Computers in the Schools, United States; Anita McAnear, Learning and Leading with Technology, United States; Lynn Bell & Glen Bull, Contemporary Issues in Technology and Teacher Education, United States
This editorial provides a follow-up report of the status of one facet of this effort, as promised in the initial call to action. The directions outlined are based on ongoing dialog among the task... More
pp. 202-209
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Beliefs About Technology and the Preparation of English Teachers: Beginning the Conversation
Janet Swenson, Michigan State University, United States; Robert Rozema, Grand Valley State University, United States; Carl A. Young, Virginia Tech, United States; Ewa McGrail, Georgia State University, United States; Phyllis Whitin, Wayne State University, United States
The May 2005 National Council of Teachers of English (NCTE) Conference on English Education (CEE) Leadership and Policy Summit brought together over 75 past, present, and future leaders of CEE from... More
pp. 210-236
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Envisioning Effective Technology Integration: A Scenario for English Education Doctoral Programs
Ewa McGrail, Georgia State University, United States; Robert Rozema, Grand Valley State University, United States
As national teacher education and government organizations continue to endorse technology integration in K-12 settings, university doctoral programs in English education face a complex task. They... More
pp. 237-253
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Technology in Mathematics Education: Preparing Teachers for the Future
Robert Powers & William Blubaugh, University of Northern Colorado, United States
The preparation of preservice teachers to use technology is one of the most critical issues facing teacher education programs. In response to the growing need for technological literacy, the... More
pp. 254-270
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Developing an Online Accessible Science Course for All Learners
William Veal, College of Charleston, United States; Marty Bray, California State University, Fullerton, United States; Claudia Flowers, University of North Carolina - Charlotte, United States
The purpose of this paper is to empirically examine the accessibility of Web sites of an online Earth and environmental course. Developmental research was used to understand how science content Web... More
pp. 271-289
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Digital Image Manipulation: A Compelling Means to Engage Students in Discussion of Point of View and Perspective
Mark Hofer, College of William & Mary, United States; Kathleen Owings Swan, University of Kentucky, United States
With the importance of imagery in our culture and the increasing access to both digital images and the tools used to manipulate them, it is important that social studies teacher educators prepare... More
pp. 290-299
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Collaborating Across the Miles: Telecollaboration in a Social Studies Methods Course
Amy J. Good, Katherine A. O'Connor & H. Carol Greene, East Carolina University, United States; Eric F. Luce, University of Southern Mississippi, United States
This study considers the enrichment of social studies methods through the integration of videoconferencing in a telecollaborative format. The purpose in developing this study was threefold: (a) to ... More
pp. 300-317
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The role of teacher practices and classroom characteristics on the "digital divide" in students’ usage of technology tools: A Multilevel Analysis
Seung Jin, Lewis University, United States; Joshua Bagaka, Cleveland State University, United States
The study examined the role student, teacher/classroom, and school characteristics play on the "digital divide" in access and utilization of various technology tools among elementary school... More
pp. 318-329
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Technology-Rich Faculty Development for Teacher Educators: The Evolution of a Program
Berhane Teclehaimanot, University of Toledo, United States; Annette Lamb, Indiana University Purdue University at Indianapolis, United States
Many teacher educators lack the skills necessary to model effective technology use in their university courses. An effective faculty development program is critical in addressing this concern. This... More
pp. 330-344
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Commentary: The Growing Utilization of Design-Based Research
Chris Dede, Harvard Graduate School of Education, United States
Dr. Roblyer's (2005) excellent overview of educational technology research makes a compelling case for improving the manner in which research on educational technology is conducted. I commend CITE ... More
pp. 345-348
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Children, Computers, and Powerful Ideas
Glen Bull, University of Virginia, United States
In 1968 Papert expressed the concern, republished in Tutor, Tool, Tutee in 1980, that often the phrase "technology and education" means "inventing new gadgets to teach the same old stuff in a... More
pp. 349-352
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Teaching Children Thinking
Seymour Papert, MIT, United States
The phrase "technology and education" usually means inventing new gadgets to teach the same old stuff in a thinly disguised version of the same old way. Moreover, if the gadgets are computers, the ... More
pp. 353-365
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You Can’t Think About Thinking Without Thinking About Thinking About Something
Seymour Papert, MIT, United States
Although printed in 1970, "Teaching Children Thinking" was conceived in 1968 and bears the signs of the heady atmosphere of that time. Across the society change was in the air, deeply rooted... More
pp. 366-367
