Contemporary Issues in Technology & Teacher Education has a whole new look, and article URLs have changed. We have found 14 articles that may match the URL you entered or followed:

Developing a Mathematical Community Using an Electronic Discussion Forum in an Elementary Mathematics Methods Course

by JULIE SLIVA, San Jose State University

This study was designed to inspect the impact of using online discussion forum (a password-protected asynchronous web-based discussion forum) in an elementary methods course. The results of this study were that students felt that they were part of a community of learners and became more aware of current research in the field of mathematics education. […]

Incorporating Computer-Based Learning Into Preservice Education Courses

by SUSAN GIBSON, University of Alberta

Most teachers graduate from teacher education institutions with limited knowledge of the ways technology can be used in their professional practice (Wetzel & Chisholm, 1996). Few preservice teachers have any instruction in actually using technology in the classroom (Vagle, 1995), and yet, being able to effectively apply technology is high on the list of what […]

Scholarly Collaboration

by GLEN BULL, University of Virginia; LYNN BELL, University of Virginia; & NIKI DAVIS, Iowa State University

  The Society for Information Technology and Teacher Education (SITE) was established to provide a forum for scholarship, collaboration, and discussion about the use of technology in teacher education. To accomplish these goals, SITE needs to work closely with other professional organizations. SITE has been holding a series of retreats with leaders and representatives of […]

Infusing Technology in the English Classroom: One Teacher’s Journey

by BRENDAN PIETERS, Santa Fe Community College

I have been teaching English since I was a graduate student at the University of Florida in 1980, but I taught it in the normal, classic classroom—a blackboard, a desk, a podium, and rows of student desks. In the early 1990s, here at Santa Fe Community College (where I have taught since 1986), my teaching […]

GRAND CHALLENGES : PREPARING FOR THE TECHNOLOGICAL TIPPING POINT

by GLEN BULL; GINA BULL; JOE GAROFALO; & JUDI HARRIS

  A future in which every student has a portable wireless device is inevitable. The transition to pervasive computing will be a disruptive force that will have equally great potential for ill or good. We therefore have issued a grand challenge. We believe that the educational and development communities should begin planning now for best […]

The New K-12, “Full-Access” Computing Architecture: A Reaction to Bull, Bull, Garofalo, and Harris

by CATHLEEN NORRIS, University of North Texas; & ELLIOT SOLOWAY, University of Michigan

  Educational computing architectures have evolved from standalone computers in labs and classrooms, through networked computers in classrooms and labs, and lately to mobile, wirelessly networked laptops on carts. The major drawback in all those architectures has been the lack of one-to-one student-to-computer access throughout the school day. However, with the emergence of low-cost (in […]

Commentary: Reactions to Bull, Bull, Garofalo,and Harris

by JULIE GESS-NEWSOME, Northern Arizona University

  “Grand Challenges: Preparing for the Technological Tipping Point” by Bull, Bull, Garofalo, and Harris (2002) presented a strong message about the coming age of ubiquitous computing and provided concrete evidence of the necessity for educators to be ready for this new era. The case for the inevitable explosion of computing resources in the schools […]

A Mathematics Teacher Educator Responds to “Grand Challenges”

by TAD WATANABE, Towson University

  I really enjoyed this article. I believe you have made a very good case that putting personal portable wireless computer into every student’s hand is financially possible, or even probable. I also agree that “development of technologically competent students may be one of the most important investments that we can make in schools.” “Planning […]

Integration of Technology, Science, and Mathematics in the Middle Grades: A Teacher Preparation Program

by ALFINIO FLORES, Arizona State University; JONATHAN E. KNAUPP, Arizona State University; JAMES A. MIDDLETON, Arizona State University; & FREDERICK A. STALEY, Arizona State University

  How middle grade teachers in science and mathematics are prepared should be consistent with the vision of what and how students should learn mathematics and science, in particular the integration of these two fields. In this article a teacher preparation program for middle school mathematics and science teachers that emphasizes the integration of math […]

Preparing Tomorrow’s Science Teachers to Use Technology: An Example from the Field

by LAURA HENRIQUES, California State University Long Beach

OVERVIEW OF COURSE AND TECHNOLOGY REQUIREMENTS The examples presented in this article are from an entry level science education class, Introduction to Teaching Science (EDSS300C), at a large state university. Students enrolled in this class will apply to the university’s credential program at the end of the semester. Most have bachelor’s degrees in science and […]

What Technology Do Tomorrow’s Science Teachers Need to Know? A Response to Henriques

by JULIE THOMAS, Texas Tech University

  …the few technologies that have had lasting impacts on the classroom include such high-tech wizardry as the printed textbook, the chalk-board, and the overhead projector. More complex technologies—film, radio, and television, never realized their imagined potential in education….On the whole, glittering technology has had little influence in the classroom (Kent & McNergney, 1999, p. […]

Are We Ready to Embrace the Power That Technology Has to Offer in Education? Response to Henriques

by JOSEPH F. ZISK, California University of Pennsylvania

  The article”Preparing Tomorrow’s Science Teachers to Use Technology: an Example from the Field” (Henriques, 2002) provided us with several good examples and strategies. Since I teach both secondary science methods and applied instructional technology, I found myself often saying while reading the paper, “I do that” or “Maybe I should do that.” Most of […]

Classroom Discussion and Threaded Electronic Discussion: Learning In Two Arenas

by BRUCE E. LARSON, Western Washington University; & TIMOTHY A. KEIPER, Western Washington University

  Classroom discussion is an important teaching strategy because of its relation to the development of participatory citizenship, critical thinking, and classroom community (Engel & Ochoa, 1988; Parker, 1996; Weikel, 1994). Discussion is particularly relevant in social studies education because of the mandate to prepare students for participatory democracy. Several studies (Weikel & Mangram, 1995; […]

Commentary: Phases of Collaborative Success: A Response to Shoffner, Dias, and Thomas

by Philip E. Molebash, San Diego State University

Shoffner, Dias, and Thomas (2001) described a model for support of collaborative planning between the teacher education program and the instructional technology program at Georgia State University (GSU). Collaboration between instructional technology and teacher education programs can be a multiphased process. The successes cited by Shoffner, Dias, and Thomas are likely to benefit programs in […]