Contemporary Issues in Technology & Teacher Education has a whole new look, and article URLs have changed. We have found 3 articles that may match the URL you entered or followed:

A Freirian Framework for Technology-Based Virtual Field Experiences

by Erik Malewski, Purdue University; JoAnn Phillion, Purdue University; & James D. Lehman, Purdue University

  During the past three decades the pressures to attend to multicultural issues in teacher education programs have been increasing (Gay, 2000). The origins of these demands can be found in rapidly changing demographics and corresponding efforts by students, business, and government to have their needs met in an increasingly diverse and global society (Giroux, […]

Double Infusion: Toward a Process of Articulation Between Critical Multicultural Education and Technology Education in a Teacher Preparation Program

by James McShay, Iowa State University

This paper describes the goals of critical multicultural education in the USA and identifies current challenges working to impede its infusion within technology teacher education programs. It offers both technology and multicultural teacher educators a model for infusion of both critical multicultural perspectives and technology into their respective curricula. This model is illustrated with an example that integrated video and Web technologies into a multicultural education course for preservice teachers. This paper calls for faculty members within technology education and critical multicultural education to engage actively in helping prepare students to become culturally responsive and technologically proficient teachers by modeling good practice in critical multicultural education and technology education.

Networked eLearning and Collaborative Knowledge Building: Design and Facilitation

by Elsebeth Korsgaard Sorensen, Aalborg University

This paper addresses the core goals for educators to stimulate participation across diversity (including life trajectories and culture) and motivate learners to engage in negotiation of meaning and knowledge building dialogue in the processes of networked learning. The paper reports on a Danish masters online course on networked learning for educators that attempted to realize these goals. The participating teacher learned important methods, including moderation, through experience, guided by a teacher educator whose instructional design was based on communities of practice for participants with different backgrounds, cultures, age, and prerequisites in a shared learning endeavor on the Web. The experience supports a twofold foundation for instructional design: the learning theoretical concept of Etienne Wenger (1998) and an orientation toward participant cultures in terms of experiences and competencies, in order to facilitate collaborative knowledge building online.