Contemporary Issues in Technology and Teacher Education
June 2007 Volume 7, Number 2
Editors
Glen L. Bull; Lynn Bell; Chrystalla Mouza
Table of Contents
Number of articles: 10
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Guest Editorial: More Questions than Answers: Responding to the Reading and Mathematics Software Effectiveness Study
Kimberly M. Fitzer, Joseph R. Freidhoff, Anny Fritzen, Matthew J. Koehler, Punya Mishra, Jim Ratcliffe, Tianyi Zhang, Jinjie Zheng & Wenying Zhou, Michigan State University, United States
There have been few large-scale empirical studies of the effectiveness of educational software in improving student learning, even though educational technology has become a ubiquitous tool for... More
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More Questions than Answers: Responding to the Reading and Mathematics Software Effectiveness Study
Kimberly M. Fitzer, Joseph R. Freidhoff, Anny Fritzen, Anne Heintz, Matthew J. Koehler, Punya Mishra, Jim Ratcliffe, Tianyi Zhang, Jinjie Zheng & Wenying Zhou, Michigan State University, United States
There have been few large-scale empirical studies of the effectiveness of educational software in improving student learning, even though educational technology has become a ubiquitous tool for... More
pp. 1-6
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Using Technology Tools to Engage Students with Multiple Learning Styles in a Constructivist Learning Environment
Pamela Solvie & Molly Kloek, University of Minnesota Morris, United States
This research study investigated the use of technology tools to support constructivist learning experiences in a preservice teacher education reading methods course. Learning opportunities based on... More
pp. 7-27
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Using supported video exemplars for the professional development of preservice elementary school teachers
Sylvia Bulgar, Rider University, United States
The use of videotaped episodes of elementary mathematics classrooms for professional development is not new. However, without appropriate support, preservice teachers may find it difficult to hone ... More
pp. 28-41
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Standards, Firewalls, and General Classroom Mayhem: Implementing Student-Centered Technology Projects in the Elementary Classroom
Mark Hofer, The College of William & Mary, United States; Kathleen Owings Swan, The University of Kentucky, United States
If integrating technology means nothing more than enhancing the traditional delivery system of social studies content, where laptops replace notebooks, where PowerPoint slides replace handwritten... More
pp. 42-58
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The Sites Teachers Choose: A Gauge of Classroom Web Use
Leanna Archambault & Kent Crippen, University of Nevada Las Vegas, United States
The pervasive nature of the Internet, both in society and in America's schools, leads teacher educators to wonder how this dynamic tool is being utilized in the classroom and, especially, if it is ... More
pp. 59-74
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Using Slowmation to Engage Preservice Elementary Teachers in Understanding Science Content Knowledge
Garry F. Hoban, University of Wollongong, Australia
Slow motion animation ("slowmation") is a new teaching approach that uses a simple animation process to engage learners in creating their own comprehensive animations of science concepts. In this... More
pp. 75-91
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Bringing New Literacies into the Content Area Literacy Methods Course
Sara B. Kajder, University of Louisville, United States
Multiple states set coursework in content area literacy as a requirement for secondary teacher licensure (Romine, McKenna, & Robinson, 1996; Sheridan-Thomas, 2007). This paper discusses my... More
pp. 92-99
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Exploring the Use of Slow Motion Animation (Slowmation) as a Teaching Strategy to Develop Year 4 Students' Understandings of Equivalent Fractions.
Kristy Kervin, St. Pius X Catholic Primary School, United States
In 2006, as a beginning teacher in a Western Sydney school, I explored slow motion animation ("slowmation") as a strategy for teaching Year 4 students about equivalent fractions. I taught at this... More
pp. 100-106
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Digital Video in the Classroom: Integrating Theory and Practice
John Sweeder, La Salle University, United States
This article is intended to help teacher educators, classroom teachers, and administrators interested in educational technology acquire a firm theoretical as well as practical foundation upon which... More
pp. 107-128
