Volume 1, Issue 3    ISSN 1528-5804    

Foundational Assumptions for Information Technology and Teacher Education
Willis J.

Heightening Reflection Through Dialogue: A Case for Electronic Journaling and Electronic Concept Mapping in Science Classes
Germann P. , Young-soo K. , Patton

• Commentary: Journaling and Concept Mapping Through Electronic Media in Science Teaching Methods Classes: A Commentary on Germann, Young-soo, and Patton
  Dass P.M.

• Commentary: Heightening Reflection Through Dialogue: A Case for Electronic Journaling and Electronic Concept Mapping in Science Classes: A Commentary on Germann, Young-soo, & Patton
  Yore L.D.

• Commentary: Learning Mathematics and Developing Pedagogy with Technology: A Reply to Browning and Klespis
  Harper S.R. , Schirack S.O. , Stohl H.D. , Garofalo J.

The Pull of Participation: Multilogues in Online Literature Discussions
Carico K.M. , Logan D.

• Commentary: A Classroom Teacher Responds to Carico and Logan: A Commentary
  Groot L.

Goals and Attitudes Related to Technology Use in a Social Studies Method Course
Bennett L. , Scholes R.

• Commentary: Leveraging Constructivist Learning in the Social Studies Classroom: A Response to Mason, Berson, Diem, Hicks, Lee, and Dralle
  Crocco M.S.

A Model for Collaborative Relationships Between Instructional Technology and Teacher Education Programs
Shoffner M.B. , Dias L.B. , Thomas

Technology and the Changing Face of Teacher Preparation
Willis , Raines

Flying with Educational Technology
Sweeder J. , Bednar M.R.

Teachers as Telecollaborative Project Designers: A Curriculum-Based Approach
Harris J.

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