Established in 2000, Contemporary Issues in Technology and Teacher Education (CITE Journal) is an open-access, peer-reviewed publication of the Society for Information Technology and Teacher Education (SITE) and is co-sponsored by four other teacher education associations. It is an interactive electronic journal, capable of incorporating into its articles video, sound, animated images, and simulations, as well as ongoing dialog about issues that advance the field. Articles published in Current Issues are more conceptual and theoretical in nature — related either to general technology use or discipline-specific technology use. They may also address significant policy and practice issues. Articles may address any area of technology and teacher education. Articles regarding both preservice and in-service teacher education are welcome. A wide range of formats and approaches to scholarship are accepted, including qualitative research, quantitative studies, conceptual and theoretical pieces, case studies, and professional practice papers. Because the number of articles published in each section of CITE Journal is limited to one or two per quarter, editors are looking for well-written manuscripts describing truly innovative technology uses in teacher preparation.

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The Globethics.net library contains articles of the Contemporary Issues in Technology and Teacher Education as of vol. 1(2000) to current.

Recent Submissions

  • Illustrations of Technology Integration in the Unified Elementary Proteach Program

    Dawson, Kara (Society for Information Technology & Teacher Education, 2004)
    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 students accept responsibility for the learning of all children and requires that they develop appropriate inclusive pedagogy to facilitate student learning and master content knowledge needed for instruction.
  • The Effects of Mentor-Supported Technology Professional Development on Middle School Mathematics Teachers' Attitudes and Practice

    Swan, Bonnie; Dixon, Juli (Association for the Advancement of Computing in Education (AACE), 2006-03)
    This study investigated the influence of a mentor-supported model of technology training on mathematics teachers' attitudes and use of technology in the classroom. The treatment included six training sessions, informal focus groups, and mentor-provided support. The results indicated that mathematics teachers participating in mentor-supported professional development increased the amount and level of technology use in their practice. Teachers had a desire to learn about technology and understood it was important. Levels of accommodation, interest, comfort and confidence related to the use of technology improved. Teachers continued to be concerned with barriers such as lack of release time for training, planning and collaboration, and a need for ongoing support. It was also found that when teachers perceived there was not enough time for training or a lack of technological resources they did not make an effort to become technologically proficient. Recommendations include providing teachers additional support when implementing new strategies and allowing more release time for training, planning, and collaboration. Recommendations for future research include investigating further the effectiveness of peer teachers and mentor teachers as trainers; ways to best change teachers' perceptions and attitudes about technology; and ways teachers best learn to integrate technology into practice.
  • Technology and the Prospective Teacher: Exploring the Use of the TI-83 Handheld Devices in Social Studies Education

    Crowe, Alicia; van 't Hooft, Mark (Association for the Advancement of Computing in Education (AACE), 2006-03)
    Using technology to enhance student learning in social studies has become an important area for discussion and study within the field of social studies education. Handheld devices are one of the recently emerging technologies. This article describes an initial study of the TI-83 handheld device in the education of preservice social studies teachers. In particular, this study examined data collected from one group of preservice teachers to determine how they viewed the TI-83 handheld device and how they used the handheld technology in their social studies teaching. Data was collected from surveys, interviews, lesson ideas, and observations. Some findings suggested that the design of the tool and the programs for it played a strong role in the preservice teachers' views of and uses of the tool in lessons.
  • The Teacher as Software Developer

    Whittier, David (Association for the Advancement of Computing in Education (AACE), 2005)
    The Teacher as Software Developer is an innovative program synthesizing technology instruction, curriculum content, and field experiences in teacher preparation. Since introducing this program in 1998, students have benefited from the transformation of technology instruction at our School of Education. Prior to 1998 there were, at best, good faith attempts at isolated versions of technology instruction. Technology instruction for the inexperienced pre-service undergraduate was a futile exercise in imagining what software would look like in a classroom. Through The Teacher as Software Developer program, technology instruction has become an agent and a catalyst for our undergraduate pre-service teachers learning about lesson planning, teaching, curriculum, and technology. This paper includes a description of the Teacher as Software Developer program and how it fits into the undergraduate curriculum for preparing teachers.
  • A Taxonomy of Technological Tools for Mathematics Instruction

    Kurz, Terri L.; Middleton, James A.; Yanik, H. Bahadir (Association for the Advancement of Computing in Education (AACE), 2005)
    The potential to use mathematics-based software as a tool to enhance student thinking and development is discussed and a taxonomy of tool categories is outlined. Briefly, there are five categories of tool-based mathematics software that can be used fruitfully in a mathematics curriculum: (a) Review and practice; (b) General; (c) Specific; (d) Environments; and (e) Communication tools. A description of the affordances and constraints of the five types of software and how each facilitates different aspects of student learning clarifies the ways in which diverse off the shelf offerings can be used to address the diverse goals of mathematics instruction from building basic skills to mathematical applications in the real world.
  • Reflections on The Computer in the School

    Taylor, II, Robert P. (Association for the Advancement of Computing in Education (AACE), 2003)
    Twenty-three years ago, when I put together the 1980 book, The Computer in the School, personal computers were just making their debut. Figure 1 shows a photo from the the book of a kindergartner in a vendor booth at the 1979 National Computer Conference in New York. He was using a justdebuting digital stylus and tablet to draw directly into an attached Apple II and view the drawing on the screen as he made it. It was exciting—for him and for the many people watching.
  • Implementing Web-Based Scientific Inquiry in Preservice Science Methods Courses

    Bodzin, Alec M. (Association for the Advancement of Computing in Education (AACE), 2005)
    This paper describes how the Web-based Inquiry for Learning Science (WBI) instrument was used with preservice elementary and secondary science teachers in science methods courses to enhance their understanding of Web-based scientific inquiry. The WBI instrument is designed to help teachers identify Web-based inquiry activities for learning science and classify those activities along a continuum from learner directed to materials directed for each of the five essential features of inquiry, as described in Inquiry and the National Science Education Standards (National Research Council, 2000). Implementations of WBI analysis activities in preservice science methods courses are discussed.
  • Digital Image Manipulation: A Compelling Means to Engage Students in Discussion of Point of View and Perspective

    Hofer, Mark; Owings Swan, Kathleen (Association for the Advancement of Computing in Education (AACE), 2005)
    With the importance of imagery in our culture and the increasing access to both digital images and the tools used to manipulate them, it is important that social studies teacher educators prepare preservice teachers to provide their students with opportunities to develop a critical lens through which to view images. As we strive to encourage the development of effective citizens, the critical examination of images can be an effective vehicle to help students critically evaluate a variety of sources. This paper examines historic and more recent trends in image manipulation and provides an initial framework for discussing the current issues surrounding photo manipulation in the media. Descriptions are also provided of exercises in image manipulation focused on perspective in the social studies.
  • Integrating Calculator Technology in an Elementary and Middle School Preservice Teacher Program: A Personal Journey

    Walmsley, Angela L. E. (Association for the Advancement of Computing in Education (AACE), 2003)
    Faced with a group of preservice teachers who had very little training in calculator or technology use in a department wheretechnology had not been a primary focus in mathematics or teacher training, the author implemented the continual use of the Texas Instruments 73 calculator for all elementary and middle school preservice teacher education mathematics courses. After someinitial problems and disagreement, the preservice teachers became extremely proficient in the use of the calculator, not only for personal use but also for use in the classroom.
  • Using Technology with Students with Mild Disabilities: A Review of Literature

    Anderson, Cindy L.; Cherup, Susan; Anderson, Kevin M. (Association for the Advancement of Computing in Education (AACE), 2009-09)
    This article presents a review of the research on technology integration in the area of literacy for individuals with mild disabilities. It describes relevant legislation, including how special education technology is impacted by the No Child Left Behind Act (2001). Included studies focus on research in the core content areas of reading and written language most likely to impact inclusive classrooms. In the area of reading, research has investigated such technologies as the use of computer-assisted instruction and text-to-speech synthesis in reading instruction. Written language research in special education technology has studied the use of word processors, text-to-speech synthesis, word prediction, and spelling and grammar checkers.
  • Preparing Tomorrow's Science Teachers to Use Technology: Guidelines for Science Educators

    Flick, Larry; Bell, Randy (Association for the Advancement of Computing in Education (AACE), 2000)
    Science and technology education have enjoyed a meaningful partnership across most of this century. The work of scientists embraces an array of technologies, and major accomplishments in science are often accompanied by sophisticated applications of technology. As a result, a complete science education has, in principle, involved a commitment to the inclusion of technology, both as a tool for learning science content and processes and as a topic of instruction in itself (American Association for the Advancement of Science [AAAS], 1993; National Research Council [NRC], 1996). These elements have traditionally been a part of teacher education in secondary science.Science education has generally involved teaching not only a body of knowledge but also the processes and activities of scientific work. This view has linked the scientific uses of technology with hands-on experiences. The term "hands-on science" was descriptive of the major curriculum reform projects of the 1960s and became a label for a revolution in teaching science through the next two decades (Flick, 1993). So-called "hands-on science" instruction impacted teacher education as new curricula made its way into preservice courses. Teacher education was also influenced by teaching methods, such as the learning cycle (Lawson, Abraham, & Renner, 1989), based on theories of student learning that implied the necessity of interacting with physical materials.
  • Integrating the Internet in teacher education: What works for mathematics education?

    Li, Qing (Association for the Advancement of Computing in Education (AACE), 2006-06)
    This article shares an approach to teaching mathematics teacher education courses incorporating asynchronous online discussions. Specifically, this research is guided by the following research questions: (a) How would online discussions contribute or hinder teachers' learning in mathematics methods courses? and (b) What pedagogical strategies need to be considered when incorporating online threaded discussion? The analysis of data collected provides the basis for conclusions and recommendations for educators who are interested in integrating online discussions into mathematics methods classrooms.
  • A Five-Stage Model of Computer Technology Infusion Into Teacher Education Curriculum

    Toledo, Cheri (Association for the Advancement of Computing in Education (AACE), 2005)
    Three teacher education programs were studied to explore the process of infusing computer technology into the curriculum. The focus of this study was to define the stages that schools, colleges, and departments of education experienced as faculty and students moved from lower to higher levels of computer technology use and infusion. Data were gathered at the participating sites from three sources: teacher education faculty, key informants, and focus groups. In-depth interviews were conducted with the key informants and with focus groups (administrator, key informant, faculty member(s), computer technology support person, and student). This research produced a five-stage model for computer technology infusion into teacher education programs: pre-integration, transition, development, expansion, and system-wide integration.
  • Cross-Curricular Connections: Video Production in a K-8 Teacher Preparation Program

    Hall, Leslie; Hudson, Roxanne (Association for the Advancement of Computing in Education (AACE), 2006)
    The purpose of this article is to describe the attempts of faculty members in one teacher education program to foster integration of content and skills across courses, prepare teachers for the diverse classrooms they will encounter, and connect course content to real life experiences. This paper describes the design of a cross-curricular video production project for undergraduate elementary teacher education. Four faculty members collectively created a video production project that would count as a major assignment in either three or four courses, depending on the students' choice of topics. Our intent was to help the students understand the enmeshed nature of the content in the special education, social foundations, ESL methods, and educational technology courses. Students demonstrated the abilities needed to conceptualize, organize, and carry out a digital video production. The video project personalized situations and circumstances once known only abstractly through discussions and texts. Faculty members learned that students are able to think deeply and critically about a topic in a multilayered synthesis of course content, their own experiences, and issues around schooling. A clear understanding of how content can be included in quality student productions will enable faculty members to better scaffold the experience for students.
  • Are We Preparing Young People for 21st-Century Citizenship With 20th-Century Thinking? Building a Case for a Virtual Laboratory of Democracy

    O’Brien, Joseph (Association for the Advancement of Computing in Education (AACE), 2008-06)
    “We need a clear citizens’ vision of the way the Net ought to grow, a firm idea of the kind of media environment we would like to see in the future. If we do not develop such a vision for ourselves, the future will be shaped for us by large commercial and political powerholders” (Rheingold, 2000, p. 6). If the online environment is not considered as substantially different from the offline one, social studies educators run the risk of applying preconceived notions not only of citizenship, citizenship education, freedom of expression, and commercial and public space to the online environment, thus, limiting its potential and young people’s preparation for it. To prepare young people for online civic participation, A publicly supported virtual laboratory of democracy should be created that enables young people to become socialized to an online civic society and to learn how to act—in a civic manner—upon issues of importance to them and the larger society.
  • Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science

    Melton, Josie; Miller, Matthew; Brobst, Joseph (Society for Information Technology & Teacher Education, 2019-03)
    This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. Five classroom teachers who were new to our mentor training participated in the study to document the impacts of the PD sequence. The PD combined an in-person immersion into the components of effective science instruction with online modules centered on learner-supportive mentoring practices. The authors detail key aspects of this hybrid program and discuss its impacts on the cooperating teachers’ ability to facilitate effective mentoring conversations with preservice teachers. Findings indicated that mentors who engaged in the hybrid face-to-face and online PD more effectively coached their mentees and displayed specific shifts in their approach to mentor conversations. Participants showed statistically significant increases in their ability to use coaching as a default mentoring stance, to focus on evidence of students’ science learning, and to draw on a consistent framework for effective science instruction for their conversations. These findings support a hybrid model of PD for mentoring and create potential for exploring a fully online sequence to promote effective mentoring in future work.
  • Border Crossing: Educator and Startup Involvement in the Educational Technology Innovation Ecosystem

    Hughes, Joan (Society for Information Technology & Teacher Education, 2019-03)
    This qualitative case study examined what educators and startups learned from each other when participating in a 4-hour educational technology (edtech) design summit, SlowPitch, which strategically facilitated boundary crossing conversations and activities among typically siloed constituents, such as educators, researchers, developers, investors, and students, in the edtech ecosystem. Participants included eight edtech startup founders or representatives, seven preservice teachers, and 18 practicing educators. Individual interviews were conducted during and after SlowPitch. Findings revealed educators (a) learned about edtech innovations, (b) engaged in teacher design thinking for integrating edtech innovations, (c) became aware of the voices and influencers within the ecosystem, and (d) learned about edtech startup development processes. Startups (a) learned how their edtech products would work (or not) in teachers’ classrooms, (b) explored how to penetrate the K-12 market, and (c) generated ways to gain interest of potential users. This study illustrates value in broadening an ecological perspective on educators’ work toward technology innovation and integration in school classrooms to consider edtech innovators and their innovations. The discussion suggests edtech learning in teacher education and professional learning can push farther than program wide and program deep in university and K-12 contexts to include experiences in the broader edtech ecosystem.
  • Preparing Social Studies Teachers and Librarians for Blended Teaching

    Stevens, Mark; Borup, Jered; Barbour, Michael K. (Society for Information Technology & Teacher Education, 2018-02)
    Blended learning has grown rapidly in K-12 schools and is commonly seen as a potential vehicle to make learning more student centered by providing students with some level of control over their learning pace and path. As a result, blended learning is most likely to have a transformative effect when it is paired with constructivist learning strategies, such as guided inquiry, that emphasize student choice. In the research described in this paper, the authors examined one school district’s year-long professional development efforts to prepare social studies teachers and school librarians to design and facilitate blended learning units. They conducted 11 interviews with six participants and two focus groups with seven participants. Based on their analysis of the interview and focus group transcripts, they found that the professional development was effective at improving participants’ blended teaching knowledge, skills, and perceptions. Participants valued the facilitators’ feedback and modeling. They also found their interactions and collaborations with other participants to be valuable when attempting to apply their learning to their classrooms. Actually facilitating units with their own students resulted in the largest impact on their perceptions of blended learning.
  • K-12 Technology Leaders: Reported Practices of Technology Professional Development Planning, Implementation, and Evaluation

    Karlin, Michael; Ottenbreit-Leftwich, Anne; Ozogul, Gamze; Liao, Yin-Chan (Society for Information Technology & Teacher Education, 2018-02)
    Teachers have perceived technology professional development (tech-PD) as ineffective, particularly when it does not address individual needs. Researchers need to examine how tech-PD experiences are planned, implemented, and evaluated. Typically K-12 technology leaders (e.g., technology coaches) are responsible for planning, implementing, and evaluating tech-PD. This study focused on the reported tech-PD design practices of technology leaders who are members of the International Society for Technology in Education (ISTE). Based on data from questionnaire responses (n=153), interviews (n = 6), and artifacts (n = 6), three trends emerged: (a) ISTE technology leaders planned tech-PD experiences based on teacher, administrative, school, and district needs, but did not report conducting formal needs assessments; (b) ISTE technology leaders implemented tech-PD via a variety of approaches, but did not report implementing sustained and continuous tech-PD; and (c) ISTE technology leaders evaluated tech-PD using self-reported teacher data, but did not collect more systematic evaluation data.
  • Examining Social Studies Educators to Facilitate Preservice Teacher Development of Technology Integration

    Kormos, Erik (Society for Information Technology & Teacher Education, 2019-03)
    This study sought to develop an understanding of current practices by professionals in the field to best prepare future social studies educators in the usage of technology. A quantitative investigation examined the usage and perceptions of educational technology by 398 grades 6–12 social studies teachers from across a Mid-Atlantic state. A researcher-designed survey instrument explored teacher adoption of technology, sources of acquired skills, usage frequencies, perceived effectiveness, and barriers to integration. The study revealed personal trial and error as the most likely way to acquire new knowledge. Document creation applications such as Google Docs were the most commonly used Internet-based technology and were perceived as most effective. By better understanding educators’ use of technology in the field, teacher preparation programs may design more effective curricula. It is recommended that future research be conducted on a multistate basis to investigate technology integration in social studies classrooms at each grade level to best prepare future teachers for when they have a classroom of their own.

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