• 23 Months x 22 Scholars: Collaboration, Negotiation, and the Revision of a Position Statement on Technology in English Language Arts

      Zucker, Lauren; Hicks, Troy (Society for Information Technology & Teacher Education, 2019-09)
      This article explores the writing processes of 22 English education scholars over the course of 23 months, resulting in the 2018 publication of an updated National Council of Teachers of English position statement, Beliefs for Integrating Technology into the English Language Arts Classroom. Through a qualitative approach, authors investigated the ways in which scholars (N = 22) examined theory, collaborated across institutions, and utilized technology. The discussion offers recommendations for teacher educators and researchers engaging in collaborative scholarship in a technological era.
    • 3D Modeling and Printing in History/Social Studies Classrooms: Initial Lessons and Insights

      Maloy, Robert; Trust, Torrey; Kommers, Suzan; Malinowski, Allison; LaRoche, Irene (Society for Information Technology & Teacher Education, 2017-06)
      This exploratory study examined the use of 3D technology by teachers and students in four middle school history/social studies classrooms. As part of a university-developed 3D Printing 4 Teaching & Learning project, teachers integrated 3D modeling and printing into curriculum topics in world geography, U.S. history, and government/civics. Multiple sets of data were collected documenting classroom implementation of 3D technology. Seven key insights emerged: Teachers and students initially found it challenging to imagine ways to use 3D printed physical objects to represent social science concepts; students found 3D printing projects were a positive, self-fulfilling way to show their ideas about history topics; teachers and students found the 3D modeling program difficult to use; 3D modeling and printing altered the teacher-as-expert/student-as-novice relationship; 3D modeling and printing changed how teaching and learning happened in history/social studies classrooms; partnering with content and technical experts was an important element of success; and some teachers shifted their thinking about the value of using 3D printing in history/social studies classes. These insights can help facilitate the integration of 3D technologies in history/social studies classrooms.
    • A Bibliography of Articles on Technology in Science Education

      Bell, Randy; Bell, Lynn (Association for the Advancement of Computing in Education (AACE), 2002)
      When leaders from a variety of content-specific education organizations met at the National Technology Leadership Retreat 2001 to discuss technology's role in education, they were asked why more teacher educators were not integrating educational technology in their instruction (see Bell, 2001, for the full list of participants, as well as other issues discussed). One of the common issues cited by representatives-including those from the Association for the Education of Teachers in Science-was the perceived inadequacy of the literature supporting technology in education.
    • A Case of Early Adopters of Technology in a Social Studies Classroom

      Regan, Kelley; Evmenova, Anna; P. MacVittie, Nichole; Leggett, Alicia; Ives, Samantha; Schwartzer, Jessica; Mastropieri, Margo; Rybicki-Newan, Maria P. (Society for Information Technology & Teacher Education, 2019-09)
      Integrating unfamiliar technology in the classroom often requires ample technological resources and professional development. However, these resources are often not available. This case study of qualitative data combined with pretest or posttest student data illustrates how one pair of coteachers autonomously planned for and implemented a digital tool for persuasive writing into their fourth- and fifth-grade classrooms without external supports. Findings revealed the decisions teachers made to integrate the tool into their social studies curriculum and what influenced those decisions, implementation, and student outcomes. Within the context of this case study, the authors provide suggestions for teachers to improve student learning when integrating technology in the classroom. Future research is also discussed.
    • A Case Study of a TPACK-Based Approach to Teacher Professional Development:Teaching Science With Blogs

      Jaipal-Jamani, Kamini; Figg, Candace (Association for the Advancement of Computing in Education (AACE), 2015-06)
      This paper presents a case study of a technology professional development initiative and illustrates how a workshop approach based on technology, pedagogy, and content knowledge (TPACK) was adapted for professional learning at a school site. The case further documents how three middle school science teacher participants developed knowledge about how to teach with technology as they planned and implemented a blog activity in science over a 4-week period. The design of the professional development was informed by the underlying assumptions of the TPACK framework and characteristics for effective professional development for science and technology-enhanced teaching. To obtain insights into the particular experiences of teachers as they participated in the onsite professional development, a naturalistic case study design was used. Data collection procedures included researcher field notes during workshop sessions and lessons, videotaped classroom observations, audiotaped interviews, and teacher and student lesson artifacts. Data on teachers’ planning and lesson implementation of the blog activity to Grade 8 students were analyzed using content analysis. Overall, the results indicate that TPACK is developed through a combination of workshop experiences and immediate application of knowledge gained in the workshop into practice in the real-life teaching context.
    • A Comparison of Online and Face-To-Face Instruction in an Undergraduate Foundations of American Education Course

      Stern, Barbara Slater (Association for the Advancement of Computing in Education (AACE), 2004)
      This article examines the similarities and differences for one course, Foundations of American Education, when offered in traditional face-to-face and online formats. The data analysis used both qualitative andquantitative measures. Several conclusions were reached: (a) for the course to be effective, the time that must be allotted for online teaching will remain an issue that instructors may struggle with as the workload is significantly higher; (b) for students, a familiarity with their own learning styles and the desire and motivation to shoulder responsibility for online learning will be major factors in their success; (c) while the instructor can, and should, design and monitor the course to ensure that all students are kept on trackand participating, student time management and organizational skills will remain of paramount importance; and (d) students with more proficient reading and writing skills will perform better in online classes. Suggestions for further research include focusing on whether or not certain types ofcourses are more appropriate for online instruction and developing a repertoire of instructional strategies to accommodate a range of learning styles.
    • A comparison study of web-based and traditional instruction on pre-service teachers’ knowledge of fractions

      Lin, Cheng-Yao (Association for the Advancement of Computing in Education (AACE), 2009-09)
      This study investigated the comparative efficiency of Web-based instruction (WBI) and traditional teaching methods on preservice teachers’ fraction knowledge. Students’ knowledge of fractions was measured using a Fraction Knowledge Test. The test consisted of 32 items and was administered as pre- and posttests to a total of 42 preservice teachers in two intact classes at the same university. One of the classes was randomly assigned as the experimental group (n = 21) and was given WBI. The other class was assigned as a control group (n = 21) and was given traditional instruction. Analysis of covariance was used to determine treatment effects on students’ knowledge of fractions when the pretest result was used as a covariate. The analysis of results showed a statistically significant difference between the experimental and the control groups’ posttest mean scores in favor of the experimental group.
    • A Computer-Based Instrument That Identifies Common Science Misconceptions

      Larrabee, Timothy G.; Stein, Mary; Barman, Charles (Association for the Advancement of Computing in Education (AACE), 2006)
      This article describes the rationale for and development of a computer-based instrument that helps identify commonly held science misconceptions. The instrument, known as the Science Beliefs Test, is a 47-item instrument that targets topics in chemistry, physics, biology, earth science, and astronomy. The use of an online data collection system aided in developing this instrument and in ascertaining its validity and reliability. Validity was also established through use of expert panels, previously published items, and feedback from pilot tests. Using KR-21, internal consistency was established at 0.77. A test-retest reliability coefficient was established at 0.776, or moderate. As of December 2005, 1,071 respondents participated in this study, including 17 college and university educators, 40 members of the general public, and 41 K-12 educators. Eighty-five graduate students, 254 K-12 students, and 634 undergraduates also took the survey. This instrument continues to be revised to clarify items and add others to further its usefulness.
    • A Curriculum-Linked Professional Development Approach to Support Teachers’ Adoption of Web GIS Tectonics Investigations

      Bodzin, Alec; Anastasio, David; Sahagian, Dork; Burrows Henry, Jill (Society for Information Technology & Teacher Education, 2016)
      A curriculum-linked professional development approach designed to support middle level science teachers’ understandings about tectonics and geospatial pedagogical content knowledge was developed. This approach takes into account limited face-to-face professional development time and instead provides pedagogical support within the design of a Web-based curriculum with extensive teacher support materials. This paper illustrates how curriculum design can provide teachers with supports for content (e.g., tectonics) and geospatial instruction with Web GIS. The effectiveness of the approach is presented with a focus on how the curriculum implementation of the Web GIS tectonics investigations and the curriculum support materials provided teachers with the professional growth required for successful curriculum implementation.
    • A Deconstructed Example of a Type 4 Study: Research to Monitor and Report on Common Uses and Shape Desired Directions

      Roblyer, M. D. (Association for the Advancement of Computing in Education (AACE), 2007-03)
      The previous articles in this series of outstanding examples of educational technology studies (see Roblyer, 2005, 2006) reiterated the common plaint about the lack of useful studies and the difficulties inherent in doing meaningful, useful research in our field. Not only do we face the usual problems, obstacles, and complexities of all research on human behavior (Kaestle, 1993), educational technology also faces an array of additional challenges. The most readily recognized roadblock to good research in our field is that of studying materials that change as they are being studied. Ours is one of the only areas of education whose tools can change dramatically in the market while we are in the midst of measuring the impact of their use. Since it takes time to plan effective methods and get approvals to do research with human subjects, this knowledge can be daunting to those who would like to make a significant contribution to the educational technology knowledge gap. Yet many researchers have managed to build research foundations for supporting significant work by focusing on concepts, strategies, and results that transcend the boundaries of specific materials. One line of research of this kind was described in the last article in this Educational Technology Research That Makes a Difference series (Roblyer, 2006). Thanks to the work of Moreno and Mayer (2002) and their colleagues, we are beginning to arrive at guidelines for developing useful multimedia products, guidelines that will be helpful regardless of the form these materials take in the future.
    • A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab

      Zinger, Doron; Naranjo, Ashley; Amador, Isabel; Gilbertson, Nicole; Warschauer, Mark (Society for Information Technology & Teacher Education, 2017-09)
      Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) is a central component of teacher education to support student use of technology and can improve student learning, but PD has had mixed results. In this study, researchers investigated a PD program designed to prepare a cohort of middle school social studies teachers to teach with an online resource, the Smithsonian Learning Lab. They examined how an iterative, design-based approach used teacher feedback to develop learning opportunities in the PD. Using the technological, pedagogical, and content knowledge framework (TPACK), they found that through four iterations of 1-day PD workshops, PDs afforded teachers increasingly individualized and meaningful opportunities to learn. Teacher feedback emerged as a central component in the changes and development of the PD series. Through the course of the PD, teacher knowledge increased across five of seven TPACK domains.
    • A Dual Placement Approach to Online Student Teaching

      Graziano, Kevin J.; Feher, Lori (Society for Information Technology & Teacher Education, 2016-02)
      Many school districts across the United States now offer online K-12 education, and the proportion of all students in higher education taking at least one online course is at an all-time high of 32% (Allen & Seaman, 2013). With the evolution of online teaching and learning, teacher preparation programs must establish and offer online student teaching placements. The purpose of this case study was to investigate the experiences of seven secondary preservice teachers who completed student teaching in dual settings, online and on campus. Student teachers valued not having to write the curriculum for online classes, stated that classroom disturbances were limited online, identified valuable online tools and resources to differentiate their lessons, and reported high parental involvement with online classes. Student teachers, however, struggled to motivate their online students and manage their time efficiently. Recommendations on how to get started and improve online student teaching are provided.
    • 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.
    • A Framework for Teachers’ Evaluation of Digital Instructional Materials: Integrating Mathematics Teaching Practices With Technology Use in K-8 Classrooms

      Thomas, Amanda; Edson, Alden J. (Society for Information Technology & Teacher Education, 2019-09)
      The study explored the evaluation of digital instructional materials (DIMs) by K-8 teachers of mathematics, positing that a useful perspective for evaluating DIMs by K-8 teachers of mathematics is considering how technology integrates with research-based practices for teaching mathematics. This paper describes the study that drew on the documentational approach of didactics and reports on analyses of teacher-generated frameworks that encompass research-informed mathematics teaching practices combined with three levels of technology integration. Analyses revealed several themes in how technology could transform effective mathematics teaching practices: (a) from one-size fits all toward differentiating for student needs, (b) from static displays toward dynamic representations, and (c) from teacher-centered toward student-centered practices. The framework and themes offer opportunities for mathematics teacher educators to support teachers in making technology integration choices that positively impact pedagogy.
    • A Long Arc Bending Toward Equity: Tracing Almost 20 Years of ELA Teaching With Technology

      Rybakova, Katie; Rice, Mary; Moran, Clarice; Zucker, Lauren; McDermott, Maureen; McGrail, Ewa; Loomis, Stephanie; Piotrowski, Amy; Garcia, Merideth; R. Gerber, Hannah (Society for Information Technology & Teacher Education, 2019-02)
      Almost 20 years ago, Pope and Golub (2000) published their seminal work on teaching with technology in English language arts (ELA) classrooms in Contemporary Issues in Technology and Teacher Education Journal (CITE Journal). The purpose of this systematic literature review was to learn how subsequent research about ELA teaching with technology has taken up (or not) Pope and Golub’s ideas in CITE Journal since their initial publication. In addition, the authors were concerned with how articles about teaching and technology use have incorporated thinking about issues of access and equity to digital and online literacies in relationship to Pope and Golub’s principles. Findings of the review are presented and implications are offered for supporting teachers and educational researchers as they enact and study ELA teaching with technology to promote socially just classrooms.
    • A Mixed Methods Analysis of Learning in Online Teacher Professional Development: A Case Report

      Lebec, Michael; Luft, Julie (Association for the Advancement of Computing in Education (AACE), 2007-03)
      Web-based learning has been proposed as a convenient way to provide professional development experiences. Despite quantitative evidence that online instruction is equivalent to traditional methods (Russell, 2001), the efficiency of this approach has not been extensively studied among teachers. This case report describes learning in an online biology course designed to help teachers prepare for science certification exams. A mixed methodology approach was utilized to analyze the manner in which course participants learned and how the online environment influenced this process. Concept maps scored by two different methods and objective pre- and postcourse examinations were contrasted as representations of assimilated knowledge, while unstructured interviews reflected participants' perceptions of their experiences. Findings indicate that participants experienced gains in declarative knowledge, but little improvement with respect to more complex levels of understanding. Qualitative examination of concept maps demonstrated gaps in participants' understandings of key course ideas. Engagement in the use of online resources varied according to participants' attitudes toward online learning. Subjects also reported a lack of motivation to fully engage in the course due to busy schedules, lack of extrinsic rewards, and the absence of personal accountability.
    • A Model for Collaborative Relationships Between Instructional Technology and Teacher Education Programs

      Shoffner, Mary B.; Dias, Laurie B.; Thomas, Christine D. (Association for the Advancement of Computing in Education (AACE), 2001)
      Public and government agencies in the United States are calling for increased accountability in all aspects of K-12 education and teacher preparation, demanding standards of performance and allocating funding to assist students and teachers to meet these standards. With the current influx of federally funded grants such as the Preparing Tomorrow's Teachers To Use Technology , many in instructional technology (IT) departments who serve teacher education programs wrestle once again with working outside the initial teacher certification areas. In light of new standards, not only in technology but also in all content areas, how can IT departments work with teacher education faculty and programs to ensure that novice teachers will be able to meet these standards? We propose that developing purposeful relationships of a cooperative nature between these two programs is a critical step toward preparing preservice educators to integrate technology.
    • A Model for Integrating Technology into Teacher Education: One College’s Journey

      Cherup, Susan; Snyder, Lynne (Association for the Advancement of Computing in Education (AACE), 2003)
      While it is not unusual to find a technology course in education programs across the United States, it is far less common to find an education program that has integrated technology into every aspect of that program. This is what is unique about Hope College's Education Program. Over the past 10 years, a model for infusing technology into all aspects of the teacher education program has evolved. Mehlinger and Powers (2002), believe in "the need for a model that brings together technology standards, other teaching standards, and the teacher education program" (p.116). The Hope College Technology Integration Model does just that.
    • A Product-Based Faculty Professional Development Model for Infusing Technology Into Teacher Education

      Maduakolam, Ireh; Bell, Edwin (Association for the Advancement of Computing in Education (AACE), 2003-04)
      Technology and its challenges are becoming more dynamic and global in nature, and oneobvious problem militating against effectively training preservice teachers to use existing and emerging technologies is the inability of university faculty members to model advanced knowledge and skills in integrating technology into instruction and across the curriculum (Bielefeldt, 2000; Moursund & Bielefeldt, 1999; National Council for Accreditation of Teacher Education, 1997, 2003).
    • A Professional Development Process Model for Online and Blended Learning: Introducing Digital Capital

      Philipsen, Brent (Society for Information Technology & Teacher Education, 2019-02)
      Since information and communication technologies were introduced into education, the number of courses delivered in an online or blended learning (OBL) format has increased significantly. However, not all teachers are experienced in teaching in this new digital environment. While various teacher professional development (TPD) models exist, few target OBL and teachers’ change processes during professional development. Therefore, this article presents a five-phase TPD process model for OBL. The five phases of the model are (a) a need for TPD for OBL, (b) the professional development strategy, (c) the teacher change associated with OBL, (d) the recognition and appreciation of these changes, and (e) the anchoring of the changes made in the teachers’ everyday practice. The model presented can offer a valuable and new approach toward TPD for OBL and introduces the notion of digital capital into TPD for OBL.