Teaching with technology is a complex issue, at best, bound by issues of access, funding, support and time for both students and teachers (Young & Bush, 2004). When English teachers effectively integrate technology into their classrooms, however, they have the opportunity to positively engage students in the learning process. Considering the specific technology of weblogs, this article will explore the need for preservice teachers to construct a working pedagogy that includes the use of technology within the content area for teaching and learning.
English/Language Arts Education
This article describes a technology integration course planning assignment that was developed to enhance preservice teachers’ technological pedagogical content knowledge (TPCK). This assignment required preservice teachers work with peers to integrate various technological tools (e.g., graphing calculators, web-based mathematics applets, etc) in a secondary level mathematics course (e.g., Algebra 2). A description of the context and the course in which this assignment is given is provided and lessons learned from several years of implementation are discussed.
This article describes the implementation of laptop computers and digital, USB-based microscopes (Proscopes®) in science classes. This technology integration project took place in a rural school district in North Carolina. This school is in a low socio-economic area, with an approximately 60/40 ratio of Caucasian to non-Caucasian students. Additionally, this school has had a comparably low level of access to technology for students and teachers. Traditional science tools (light microscopes) were replaced with four sets of a laptops with ProScopes as technology-enhanced collaborative work areas. With minimal formal technical training, students adapted and used these technologies to examine and explore content in cellular biology and to create electronic lab reports using digital images and motion videos captured during activities. The infusion of technologies in this instructional environment transformed the learning experiences through the powerful combination of science and technology, resulting in enhanced student processes and products.
Systematic observation is a foundational skill teachers use in order to document children’s reading development and plan developmentally appropriate instruction. However, a variety of challenges make it difficult for teacher educators to help preservice teachers develop systematic observation skills. The purpose of this study is to tell two stories of two technologies (multimedia and video) used to help preservice literacy teachers develop systematic observation skills. These stories include descriptions of each technology and the results of sequential mixed methods studies used to examine the preservice teachers, development of systematic observation. Results indicate that the multimedia group showed similar or better performance than the video group for all measures. Discussion is offered to explore possible explanations for the findings and suggest further investigations.
This study documents the transformation of a graduate-level course for teachers that had traditionally been taught in a face-to-face (f2f) model, in multiple sections, at a large university. By designing the course for online delivery and developing various interactive multimedia modules, the university was able to offer the course at a considerable savings while maintaining quality. The faculty worked in close collaboration, strategizing creative solutions to maintain the academic rigor and integrity of the course. Student papers and projects were analyzed and compared from both the f2f and online versions of the course to determine academic quality and learning outcomes.