New Editor-in-Chief for CITE Journal

Chrystalla MouzaContemporary Issues in Technology and Teacher Education welcomes new editor-in-chief, Chrystalla Mouza, associate professor of educational technology and learning sciences in the University of Delaware’s School of Education. She takes the helm of CITE Journal after founding editors Glen Bull and Lynn Bell stepped down at the end of 2016.

Dr. Mouza is a long-time member of the journal’s sponsor, the Society for Information Technology and Teacher Education (SITE). She served on the SITE conference program committee from 2007-2015 and has been a reviewer for the SITE book, Research Highlights in Technology and Teacher Education since 2009.

“I am honored by the opportunity to lead CITE Journal as editor-in-chief,” Mouza said. “Since 2000 CITE has served as a key venue for promoting scholarship at the intersection of technology and teacher education. I have worked at this interface for over 15 years and I am very excited to lead a journal that directly focuses on this area of research.”

Mouza said her vision for the next phase of CITE Journal is to continue building on the foundation laid by Bull and Bell while also working to improve the visibility of the journal, advance scholarship related to the use of novel technologies in teacher education, and emphasize issues of diversity and equity in technology and teacher preparation.

“I look forward to working with the section editors and affiliate teacher education organizations, the reviewers and authors, and the founding editors to ensure the continuing success of CITE Journal,” she said. “I also welcome suggestions and feedback from CITE readers and authors.”

Mouza earned Ed.D., M.Ed, and M.A. degrees in instructional technology and media from Teachers College, Columbia University, and completed postdoctoral work at the Educational Testing Service. Her work focuses on the design and empirical study of preservice and in-service experiences that help teachers integrate technology, content, and pedagogy in ways that improve the learning opportunities available to students. Much of her work focuses on urban teachers and the ways in which they can use technology with disadvantaged students as a means to improve access to digital resources and create enriched learning environments. Recently, she has been examining pedagogical strategies that help advance teacher knowledge in relation to novel technologies such as programming tools that support students as creators of computing.

Mouza’s work has been supported by the National Science Foundation, the Delaware Economic Development Office and the Delaware Department of Education. She has published widely in peer-reviewed research journals, books, and conference proceedings.

The CITE Journal, established in 2000, is an open-access, peer-reviewed publication of SITE and published by AACE. It is co-sponsored by four other teacher education associations, the Association for Science Teacher Education, the Association of Mathematics Teacher Educators, the Conference on English Education, and the National Council for the Social Studies College and University Faculty Assembly. The journal serves as an interactive electronic sister publication of SITE’s Journal of Technology and Teacher Education, capable of incorporating into its articles video, sound, animated images, and simulations, as well as ongoing dialog about issues that advance the field.

Special Issue Call for Manuscripts

Video-Enhanced Experience in Teacher Education and Professional Development


Guest editors: Simon Flandin (University of Geneva, Switzerland), Valérie Lussi Borer (University of Geneva, Switzerland) & Cyrille Gaudin (University of Limoges, France)

Recent literature reviews in the field of video-enhanced teacher learning (e.g. Gaudin & Chaliès, 2015) show that video viewing has been increasingly used over the past 10 years in teacher education and professional development in all subject areas, at all grade levels, and all over the world. Three main reasons are identified: (i) video is an “artifact of practice” that helps create a link between the traditional theoretical education at the university and classroom practice; (ii) video viewing has been greatly eased by technical progress (e.g., digitalization, storage, edition, annotation); (iii) video viewing is a means to facilitate the implementation of institutional reforms.

The effects of video on the development of teachers’ abilities (e.g., noticing relevant features, reflecting on practice) are well documented. However, little is known about teacher and facilitator experience in video-enhanced educational situations and about how to develop user/learner experience design for video-enhanced teacher learning. How do teachers’ video-enhanced experiences improve their capacity to perform effective teaching in their classroom? How can we design better programs enabling (i) teachers to live such constructive experiences and (ii) facilitators to enact more efficient educational practices? Improving our knowledge on these two specific points holds promises for the design of new programs and can be a very valuable and innovative “research and design” area.

This special issue addresses such questions within different disciplinary and content-related contexts, using a variety of focus and methods to elicit teacher experience and/or facilitator experience in video-enhanced educational settings.

Specific topics may include, but are not limited to:

  • Video-enhanced instructional design
  • User/learner video-enhanced experience
  • Teacher learning/change
  • Professional vision
  • Distance/flipped/blended learning
  • Video clubs
  • Workplace learning

This call solicits research articles that address one or more of the areas of focus listed above, as well as all four core content areas represented by CITE Journal: English/Language Arts Education, Social Studies Education, Mathematics Education and Science Education. The special issue should foster scientific novelty and originality aiming at advancing our knowledge in the area of video-enhanced experience in teacher education and professional development.

Interested scholars should submit a manuscript following the CITE journal’s guidelines for authors to by December 16, 2016, selecting “Contemporary Issues in Technology and Teacher Education – Video Special Issue” on the “Choose Journal” screen. Early submissions are encouraged. Each proposal will undergo a rigorous review of the editorial board who will decide if it is eligible for double-blind peer review. Should it be the case, at least three experts of the special issue review board and regular CITE reviewers will recommend rejection, revisions or acceptance. Questions regarding the special issue should be directed to Simon Flandin <>.


January 16, 2017                 EXTENDED DEADLINE for Manuscript submission

February 18, 2017                   Guest Editors’ eligibility feedback will be given to authors

July 15, 2017                             Reviewers’ feedback will be sent to selected authors

September 15, 2017                 Revised manuscripts due from authors

November 11, 2017                  CITE Journal Section Editors’ final feedback

December 15, 2017                  Final revised manuscripts due from selected authors

March 1, 2018                           Special Issue Published


Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: a literature review. Educational Research Review, 16, 41-67.

The CITE Journal has a whole new look!

Welcome to the refreshed website for Contemporary Issues in Technology and Teacher Education. We hope that it makes your reading and searching experience more friendly and efficient.

Since the site is brand new as of June 1, 2016, you may find a few bugs we are still working out, so bear with us. The archives are still in transition. The new site has a different URL format than the old one, so for a while you are likely to find links to other articles within the journal that have broken. We will work on getting those fixed.

If you would like to report a problem, email co-editor Lynn Bell.