CITE/JTATE Technology Leadership Awards

Contemporary Issues in Technology and Teacher Education (CITE Journal) and the Journal of Technology and Teacher Education (JTATE) are jointly soliciting nominations of best uses of technology in preservice teacher preparation. The editors of both journals would like to recognize innovative uses of technology by teacher educators, as well as by preservice and novice teachers.

We are looking primarily for exemplary uses of technology that address pedagogy or that prepare teachers to improve student learning of content (e.g., mathematics, science, social studies, English). For the purposes of this award, we are NOT interested in uses of technology that facilitate administrative tasks in the classroom (grading software, etc.).

Award categories are as follows:

• Exemplary Use of Technology to Teach Content in an Introductory Technology Course
  An award will be presented for an exemplary, innovative practice related to teaching content with technology in an introductory technology course in a teacher education program.

• Exemplary Use of Technology to Teach Content in a Teacher Education Methods Course
  An award will be presented for an exemplary, innovative use of technology to teach content in a teaching methods course.

• Exemplary Use of Technology to Teach Content in a Student Teaching Experience
  An award will be presented for an exemplary, innovative use of technology to teach content by a preservice teacher in a student teaching experience (sometime during the 2004-05 academic year).

• Exemplary Use of Technology to Teach Content in the Induction Years
  An award will be presented for an exemplary, innovative use of technology to teach content by a novice teacher during the induction years (first or second year in the classroom).

Award Honors
Nomination Format
Award Criteria
Eligibility

Past Award Recipients, published in the General section of CITE Journal:

2003 Award Recipients
2004 Award Recipients

Award Honors

Winning nominations will be announced in fall 2006. Winners will receive an award plaque and will each be featured in an article in CITE Journal. Winners will also be invited to participate in a CITE/JTATE Technology Leadership Award Panel at the 2007 annual meeting of the Society for Information Technology and Teacher Education.

Nomination Format

1. All award nominations must be electronically submitted on the nomination form provided. (Self-nominations are preferred.) You may download the nomination form in MS Word format as follows:

   Award Nomination Form for Introductory Technology Course
   Award Nomination Form for Methods Course
   Award Nomination Form for Student Teaching Experience
   Award Nomination Form for Induction Year Teaching

   The nomination form should be completed by responding to each question in single-spaced, 10-pt. type or larger. The completed form should be no longer than four pages.

2. Each nomination must also include a link to a Web site with supporting evidence. * (Links to university or department homepages are not generally helpful.) Supporting evidence posted on the Web site should include examples of student work (i.e., either the preservice teacher or K-12 students) relating to this exemplary use, including photographs and screenshots, links to other relevant websites, electronic slideshows, syllabi, video and audio files, or electronic discussion transcripts. The exact location of these examples of student work should be made clear in the nomination form. The award reviewers will be unable to search for examples buried several levels down in a Web page. Electronic files should not be submitted as attachments with your nomination.

   *Due to time constraints faced by new teachers, Web site requirements may be relaxed for the category, Use of Technology to Teach Content in the Induction Years, although illustrative student work samples are still required.

3. Nominations should be submitted by September 15, 2006. Send nominations in electronic form only (e-mail with completed nomination form attached) to:

   Lynn Bell, CITE Journal Co-Editor
   lynnbell@virginia.edu

   Cover letters will not be read by the award review panel and are unnecessary.

   Receipt of nominations will be acknowledged by return e-mail.

Award Criteria

Winning nominations will demonstrate the following characteristics:

Use of Technology in an Introductory Technology Course

• The technology is presented in the context of subject-specific content and pedagogy. Technology use primarily addresses K-12 instructional issues (rather than classroom management and administrative issues).
• Connections between educational technology courses and related methods courses and field experiences are evident.
• The technology use or practice is innovative in its educational context.
• Preservice teachers demonstrate the ability to integrate technology into their own subject-specific instruction in a K-12 classroom.
• The examples of student work are consistent with the four objectives above and are related to a subject area.

Use of Technology in a Methods Course

• The technology is used to teach subject-specific content (e.g., math, science, English, etc.) or pedagogy (as opposed to the being used for administrative or classroom management purposes).
• The technology use or practice is student centered (i.e., the preservice teachers use the technology or, at least, become more active learners).
• The technology use or practice is innovative.
• Preservice teachers are prepared to integrate technology into their own subject-specific instruction in a K-12 classroom.
• The examples of student work are consistent with the four objectives above and are related to a subject area.

Use of Technology in a Student Teaching Experience

• The technology was used by the preservice teacher in the context of teaching subject-specific content (e.g., math, science, English, etc.).
• The preservice teacher used technology to engage students in more active learning of the content.
• The technology use or practice significantly enhanced the lesson or unit.
• The preservice teacher integrated technology using appropriate pedagogy for the content taught.
• The examples of student work are consistent with the four objectives above.

Use of Technology to Teach Content in the Induction Years

• The technology was used by the novice teacher in the context of teaching subject-specific content (e.g., math, science, English, etc.).
• The novice teacher used technology to engage students in more active learning of the content.
• The technology use or practice significantly enhanced the lesson or unit.
• The novice teacher integrated technology using appropriate pedagogy for the content taught.
• The examples of student work are consistent with the four objectives above.

Eligibility

Past recipients of a CITE/JTATE Technology Leadership Award are not eligible for consideration. This restriction does not apply to technology uses highlighted only in the Gallery of Exemplary Practices.

Editors of CITE Journal and of the Journal of Technology and Teacher Education are not eligible for consideration.

For the Use of Technology in an Introductory Technology Course and Use of Technology in a Methods Course categories, nominees may be either individual teacher educators or a group of collaborating teacher educators.

For the Use of Technology in a Student Teaching Experience and Use of Technology in the Induction Years categories, winners will be limited to individual preservice or novice teachers.