In order to cultivate the kind of technology literacy in our students called for by leaders in the field, it must simultaneously be cultivated in our teachers. While the literature in the field of English education demonstrates the efficacy of computer technology in writing instruction and addresses its impact on the evolving definition of literacy in the 21st century, it does not provide measured directions for how English teachers might develop technology literacy themselves or specific plans for how they might begin to critically assess the potential that technology might hold for them in enhancing instruction. This article presents a pedagogical framework encompassing the necessary critical mindset in which teachers of the English language arts can begin to conceive their own “best practices” with technology—a framework that is based upon their needs, goals, students, and classrooms, rather than the external pressure to fit random and often decontexualized technology applications into an already complex and full curriculum. To maximize technology’s benefits, educators must develop a heightened, critical view of technology to determine its potential for the classroom. The steps for doing this include:

1. To recognize the complexity of technology integration and its status in the field.
2. To recognize and understand the evolving and continuous effect computer, information, and Internet technology has on literacy.
3. To recognize the importance of creating relevant contexts for effective technology integration by
   • Developing a pedagogical framework.
   • Asking the important questions.
   • Establishing working guidelines.
   • Implementing these strategies while integrating technology.
   • Reflecting on the experience and revisiting these strategies regularly.

Included as part of the article are four brief cases of teachers whose practices demonstrate a critical approach to technology integration.

This paper outlines the efforts of two mathematics teacher educators in their use of online videos to expose their elementary preservice teachers to examples of reform teaching, as espoused by the National Council of Teachers of Mathematics. The online videos provide an excellent source for reflection, and each author shares their different avenues to encourage both discussion and reflection about the practices seen on the videos. Actual student comments about videos they have viewed reveal the motivating and enlightening nature of this delivery method. While several websites provide access to online videos, this paper highlights PBS Mathline (http://www.pbs.org/teachersource/mathline/lessonplans/search_k-2.shtm).

Although one role of computers in science education is to help students learn specific science concepts, computers are especially intriguing as a vehicle for fostering the development of epistemological knowledge about the nature of scientific knowledge—what it means to “know” in a scientific sense (diSessa, 1985). In this vein, the article by Cullin & Crawford (2003) investigated using computer modeling activities in the curriculum of a science methods course. Their goals, which transcended improving their students’ understanding of specific models, were aimed at improving their students’ appreciation of the nature of scientific modeling in general. This response to their article discusses their findings in relation to considerations pertaining to instruction and assessment in this area. Improving preservice teachers’ understanding of the nature of modeling in science is important in part because it supports a related goal of improving students’ understanding in this area. To further make the case for the value of an understanding of the nature of models in science, and as a complement to Cullin and Crawford’s discussion of teachers’ understanding of models, this response also discusses examples from a study of high school students’ interpretation of a scientific news report involving computer models.

Many teachers struggle with motivating students to learn. This is especially prevalent in social studies classrooms in which students perceive social studies as boring (Schug, Todd, & Berry, 1984; Shaughnessy & Haladyana, 1985). This article advocates the use of technology in social studies as a means to motivate students by engaging students in the learning process with the use of a familiar instructional tool that improves students’ self-efficacy and self-worth. The potential that technology has to motivate students is discussed as it relates to expectancy-value model of motivation which focuses three areas of motivational theory (Pintrich & Schunk, 1996): value (students’ beliefs about the importance or value of a task), expectancy (students’ beliefs about their ability or skill to perform the task), and affective (emotional reactions to the task and self-worth evaluation).

This paper proposes an extended-time, three-course technology integration model that allows preservice teachers adequate time to absorb, reflect about, connect with, and be supported by technology. This course sequence facilitates development of the ability to use technology simultaneously with the development of the skills and knowledge necessary to become an effective teacher. In addition to the cognitive and curricular benefits for extending the amount of time our teacher candidates are exposed to technology for teaching, this paper describes an unexpected advantage in that this course sequence allows us to present educational technology to students through three progressive perspectives, including establishing an initial vision, negotiating a developing vision, and seeking a realistic vision.

  In spring 2003, CITE Journal published articles written by the six first-round winners of the International Society for Technology in Education (ISTE) National Educational Technology Standards Distinguished Achievement Awards. Since then, five more U.S. teacher education programs have been recognized in subsequent award rounds. These awards recognize institutions exhibiting exemplary models of integration into […]

In 1999, the Murray State University and its College of Education (MSUCOE; http://www.murraystate.edu/coe/) made a commitment to making technology an integral part of its teacher preparation program. The Kentucky Academy of Technology Education (KATE; http://coekate.murraystate.edu/kate) was essential to the development of this program. KATE is a unit within the MSUCOE whose mission is to impact […]

  Program Description The Unified Elementary ProTeach (Professional Teacher; http://www.coe.ufl.edu/school/proteach/index.html) program at the University of Florida (UF) prepares teachers with a dual emphasis in elementary education and mild disabilities. All graduates are also prepared to work with students who are English speakers of other languages (ESOL). The program is designed to ensure that teacher education […]

This article illustrates the path of the College of Education at Towson University to successfully integrate technology within coursework and thereby meet national technology standards. This discussion includes details about specific required instructional technology courses and a faculty development project that supports the ongoing use of technology throughout the teacher education program. A mentor/protégé faculty development model has been employed to assist university and school faculty to gain needed skills and abilities to integrate technology in teaching. A majority of the full-time university faculty has participated in this faculty development with technology process. As an outcome, teacher education students are experiencing widespread use of technology throughout the curriculum, including their internships within partner schools.