Journal of Technology and Teacher Education
January 2006 Volume 14, Number 1
Editors
Richard Hartshorne
Table of Contents
Number of articles: 10
-
The Use of Technology in Portfolio Assessment of Teacher Education Candidates
Sam Evans, Tabitha Daniel, Alice Mikovch, Leroy Metze & Antony Norman, Western Kentucky University, United States
If colleges of education are going to successfully prepare teacher candidates to meet NETS-T standards (Kelly, 2002), then teacher education programs must begin developing strategies to assess... More
pp. 5-27
-
Preservice Teachers Self-Assessment Using Technology: Determining What Is Worthwhile and Looking for Changes in Daily Teaching and Learning Practices
Colleen Swain, University of Florida, United States
This study was developed to examine a university’ s preservice teachers’ initial self-assessments of their use of instructional technology and perceived growth at the conclusion of an introductory ... More
pp. 29-59
-
Technology Skills as a Criterion in Teacher Evaluation
David Whale, Central Michigan University, United States
Few teachers are evaluated on their ability to use technology in the classroom despite conclusive evidence that its effective use has a positive impact on student achievement and that large... More
pp. 61-74
-
Teachers Facing ICT The Case of Greece
Argiris Kiridis, ARISTOTLE UNIVERSITY, GREECE, Greece; Vangelis Drossos, ARISTOTLE UNIVERSITY, Greece; Eleni Tsakiridou, ARISTOTLE UNIVERSITY, GREECE, Greece
The introduction of Information and Communication Technology (ICT) in Greek primary education appears to be carried out in the midst of a general uncertainty, mainly on the part of the teachers,... More
pp. 75-96
-
Managing Teachers’ Barriers to ICT Integration in Singapore Schools
Cher Ping Lim, National Institute of Education, Singapore; Myint Khine, Nanyang Technological University, Singapore
This article examines the strategies employed by four Singapore schools (two primary and two junior colleges) to manage barriers to information and communication technologies (ICT) integration.... More
pp. 97-125
-
Peer Computer Conferencing to Support Teachers’ Reflection during Action Research
Michelle Maher, University of South Carolina, United States; Evelyn Jacob, George Mason University, United States
This study investigates whether and how peer interaction through scaffolded asynchronous computer-mediated communication (CMC) aided teachers as they conducted courserelated individual action... More
pp. 127-150
-
Technology Professional Development: Long-Term Effects on Teacher Self-Efficacy
George Watson, Marshall University, United States
The West Virginia K-12 RuralNet Project was an NSF funded program to train inservice teachers on integrating the Internet into science and mathematics curriculum. The program involved training... More
pp. 151-166
-
Faculty Laptops: Boon or Bane?
John Savery & Charlene Reed, University of Akron, United States
Wireless laptops were provided to faculty in a College of Education. This study examined the impact of this technology on the professional practice of the faculty (teaching, research, and... More
pp. 167-172
-
Implementing Computer Technologies: Teachers' Perceptions and Practices
Lori Wozney, Centre for the Study of Learning and Performance, Concordia University, Canada; Vivek Venkatesh, Concordia University, Canada; Philip Abrami, Centre for the Study of Learning and Performance, Concordia University, Canada
This study investigates personal and setting characteristics, teacher attitudes, and current computer technology practices among 764 elementary and secondary teachers from both private and public... More
pp. 173-207
-
Beginning With a Baseline: Insuring Productive Technology Integration in Teacher Education
Savilla Banister & Rachel Vannatta, Bowling Green State University, United States
If colleges of education are going to successfully prepare teacher candidates to meet NETS-T standards (Kelly, 2002), then teacher education programs must begin developing strategies to assess... More
pp. 209-235