• “I Didn’t Want to Make Them Feel Wrong in Any Way”: Preservice Teachers Craft Digital Feedback on Sociopolitical Perspectives in Student Texts

      Chisholm, James; Olinger, Andrea; Heron Hruby, Alison (Society for Information Technology & Teacher Education, 2019-02)
      This qualitative multicase analysis investigated the role of “educational niceness” and “neutrality” (e.g., Baptiste, 2008; Bissonnette, 2016) in preservice English teacher feedback on sociopolitical issues in student writing. As part of the fieldexperiences for several ELA methods courses at two universities, one urban andone rural, the teacher-researchers used Google Docs and other technologies (e.g.,screencasts and Google Community) to connect preservice teachers (PSTs) withhigh school writers at a geographical distance so that urban-situated PSTs couldmentor rural-situated writers and vice versa. Five methods courses over twosemesters served as cases, and 12 PSTs from those courses participated in focusgroups. Data included audio recordings of nine focus groups and PSTs’ digitalresponses to student writing. Using thematic analysis, the authors explored howPSTs responded to sociopolitical perspectives in students’ writing — both engagingthem and staying neutral. Although authentic opportunities for responding tostudent writers supported PSTs’ critical reflection on teaching writing, analysis ofPSTs’ responses indicate that such authentic practice may not be sufficient forpreparing PSTs to navigate sociopolitical issues and may, in fact, exacerbate PSTs’impulse to enact educational niceness.
    • “I love this insight, Mary Kate!”: Social annotation across two ELA methods classes

      Allred, Johnny; Hochstetler, Sarah; Goering, Christian (Society for Information Technology & Teacher Education, 2020-06)
      This paper foregrounds sociocultural learning theory and dialogic pedagogy to describe how instructors at two universities, one in the Midwest and one in the mid-South, used a web-based social annotation tool to spark conversations among ELA methods students that crossed geographic boundaries and invited all students to share their voices and respond thoughtfully and respectfully to others’ ideas. Outcomes of this exploratory exercise include: methods students’ inquiries into the potential for social annotation to expand learning beyond traditional classroom walls, instructors’ reflections on student interactions with peers in virtual spaces, and a call for educators to be intentional with the digital tools they choose to employ.
    • I, Pseudocoder: Reflections of a Literacy Teacher-Educator on Teaching Coding as Critical Literacy

      Baker-Doyle, Kira (Society for Information Technology & Teacher Education, 2018-06)
      This article is a commentary essay that uses the connected learning framework (Ito et al., 2013) as a lens to explore the relationship between making, coding, and critical literacy in the context of literacy teacher education. Critical literacy theorists have argued that it is important to understand the perspective and positionality of an author in order to make sense of a text in the context of history, society, and cultural norms (Alvermann, Moon, & Hagood, 1999; Gee, 1999; Jewitt, 2008). Likewise, software, written by coders, is also a form of media that requires interrogation and critical analysis. Increasingly, digital technologies have played a part in individuals’ social, political, and economic lives, yet only a small percentage of individuals can read the code that has designed this software (Rushkoff, 2010). Therefore, to foster greater civic literacy and engagement, an important aspect of literacy instruction in the digital era should include a basic understanding of the fundamentals of coding languages. However, few teacher educators have the knowledge of computer programming to integrate coding into literacy education courses and, therefore, this aspect is missing from much of current teacher education.
    • If We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today?

      Carroll, Thomas G. (Association for the Advancement of Computing in Education (AACE), 2000)
      We have a unique opportunity in education today. Massive funds are pouring into the technology infrastructure of K-12 schools. It is estimated that $7 billion a year is being spent to equip schools with infrastructure, networking activities, and hardware.The investment of resources on this scale is comparable to the space program. The process of building this infrastructure is similar to launching a rocket in education. Now that we have launched that rocket, we must learn to fly. That may seem backwards, but it is often the ways things work. When the Wright brothers were going to make the first flight, there was no flight school to prepare them. There was nobody to teach them to fly. They just launched their plane and figured out how to fly it after they were on it. We are in the early stages of flight with technology in education. Pilots in the early stages of flight crashed a lot of planes, but they also discovered the principles of flight. They came together in learning communities where they could share their experiences and knowledge about what works and what does not work. They developed and evolved principles that make modern flight possible today, including the space program. That kind of learning opportunity is available to us in our schools today.
    • 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.
    • Images over time: The Intersection of Social Studies through Technology, Content, and Pedagogy

      Wilson, Elizabeth; Wright, Vivian (Association for the Advancement of Computing in Education (AACE), 2010-06)
      In this study, the authors examined the intersections between technology, pedagogy, and content through two social studies teachers’ development from preservice to in-service teaching. Qualitative data were collected during their teacher education programs, student teaching experiences, and 5 years into their in-service teaching. Teacher narratives illustrate the connections between technology, pedagogy, and content in these teachers’ social studies classrooms. The researchers note the complexity of technology integration and recommend that teacher educators support and promote opportunities for continuing education and professional development in teachers’ growth of technological pedagogical content knowledge.
    • Impacting Academic Achievement with Student Learners Teaching Digital Storytelling to Others: The ATTTCSE Digital Video Project

      Figg, Candace; McCartney, Robin; Gonsoulin, Walter (Association for the Advancement of Computing in Education (AACE), 2010-03)
      University researchers, teacher candidates, language and technology instructors, student learners, and families from diverse backgrounds partnered in an invitational teaching/learning experience—middle school student learners teaching their VIPs (very important persons) how to create stories and construct digital movies with reference to their family history. Prior to a university-based workshop, 2 weeks of structured activities using the Model of Digital Storytelling (Figg, 2005) focused on rich language development, oral history, and movie-making technology in a community-based summer enrichment program designed for underachieving student learners. Teacher candidates facilitated the workshop interaction between student learners and their VIPs. Data sources included interviews, exit surveys, reflective journals, research field notes, and student/parent-created artifacts. All participants were positively impacted through this digital storytelling process. Noted improvement of writing and technical skills, increased motivation due to VIP involvement, and greater awareness of future educational opportunities for student learners were among the key findings of this study.
    • Implementing the NETS*T: Stories From the First-Round Winners of the ISTE NETS Distinguished Achievement Awards

      Editors, Editors (Association for the Advancement of Computing in Education (AACE), 2003)
      In 2002, six U.S. teacher education programs were recognized by the International Society for Technology in Education (ISTE) with its first round of ISTE National Educational Technology Standards Distinguished Achievement Awards. These awards recognize institutions exhibitingexemplary models of integration into their teacher education programs of the National Educational Technology Standards for Teachers (NETS*T; see http://cnets.iste.org/netsawards/).
    • 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.
    • Improving Expository Writing Skills of Preservice Teachers in an Online Environment

      Wilder, Hilary; Mongillo, Geraldine (Association for the Advancement of Computing in Education (AACE), 2007-03)
      This paper describes an experimental exploration of special procedures used in a game-like online expository writing experience that was designed to help preservice language arts teachers develop descriptive writing skills. Participants were asked to describe a target picture within a picture set to their cohorts in an online discussion in order for the cohort to correctly identify the target picture. Cohorts' responses provided feedback about the effectiveness of participants' descriptions. It was predicted that participants' descriptive text would improve over repeated trials by having received this feedback from their cohorts. Qualitative and quantitative research methods were used to analyze writing samples.
    • In Search of the Technology-Using English Teacher: A Response to Swenson, Rozema, Young, McGrail, and Whitin

      Kajder, Sara (Association for the Advancement of Computing in Education (AACE), 2006-03)
      This response to"Beliefs about Technology and the Preparation of English Teachers: Beginning the Conversation" (Swenson, Rozema, Young, McGrail, & Whitin, 2005) offers a framework for considering the qualities of the technology-using English teacher.
    • Incorporating Computer-Based Learning Into Preservice Education Courses

      Gibson, Susan (Association for the Advancement of Computing in Education (AACE), 2002)
      Most teachers graduate from teacher education institutions with limited knowledge of the ways technology can be used in their professional practice (Wetzel & Chisholm, 1996). Few preservice teachers have any instruction in actually using technology in the classroom (Vagle, 1995), and yet, being able to effectively apply technology is high on the list of what beginning teachers should know and be able to do in today's classroom (Kortecamp & Croninger, 1995). Transferring technology skills from teacher preparation to classroom practice has been limited and has been identified as the "weakest link of most educational programs" (Browne & Ritchie, 1991, p. 28). Integrating technology in teacher education programs is a necessity so preservice teachers are able to see the importance of developing and using computer-based lessons in their own teaching (Wiburg, 1991).
    • Incorporating Multiple Technologies Into Teacher Education: A Case of Developing Preservice Teachers’ Understandings in Teaching Statistics With Technology

      Lovett, Jennifer; Lee, Hollylynne (Society for Information Technology & Teacher Education, 2017-02)
      The purpose of this paper is to present a multitechnology-enabled lesson used with secondary preservice mathematics teachers to develop their technological pedagogical statistical knowledge. This lesson engages preservice teachers in a statistics lesson aimed at developing their reasoning about the measurement units of data using TinkerPlots and then engages them in reasoning about students’ approaches to the task. A description of the lesson, preservice teachers’ approaches, and how they reasoned about sixth graders’ strategies are included. The authors further discuss the affordances of the specific technologies used in creating the learning opportunities for these preservice teachers and implications for teacher education.
    • Increasing Computer Use in Early Childhood Teacher Education: The Case of a “Computer Muddler”

      Wheatley, Karl F. (Association for the Advancement of Computing in Education (AACE), 2002)
      How broadly will computers be used in PK-12 teaching? Reform efforts have often succeeded in getting many teachers to experiment in modest ways with some aspects of those reforms, although often only temporarily, and have also provided some stellar and enduring examples of transformed teaching (e.g., Dunn, 2000). However, in a century of American educational reforms, "we can produce few, if any, examples of large numbers of teachers engaging in these practices in large-scale institutions designed to deliver education to most children" (Elmore, 1996, p. 308).
    • Increasing Student Interest and Attitudes in STEM: Professional Development and Activities to Engage and Inspire Learners

      Hayden, Katherine; Ouyang, Youwen; Scinski, Lidia; Olszewski, Brandon; Bielefeldt, Talbot (Association for the Advancement of Computing in Education (AACE), 2011-03)
      The iQUEST (investigations for Quality Understanding and Engagement for Students and Teachers) project is designed to promote student interest and attitudes toward careers in science, technology, engineering, and mathematics (STEM). The project targets seventh- and eighth-grade science classrooms that serve high percentages of Hispanic students. The project design, student summer camp program, and professional development model have led to successful increases in student performance. The iQUEST student summer camp findings show that underserved populations of both female and male students experienced increased interest and attitudes toward science and technology. The iQUEST professional development model seeks to transform middle school science teachers from digital immigrants to advocates for technology being a critical part of student learning through integration of innovative technology experiences in formal science settings. Classroom observations illustrate how teachers have successfully implemented lessons that engage students in hands-on investigations, leading to deeper understanding of science and, therefore improving the potential of underrepresented students competing in STEM fields.
    • Information and Communications Technology in Education: A Personal Perspective

      Moursund, David (Association for the Advancement of Computing in Education (AACE), 2002)
      Throughout my professional career I have worked, played, studied, taught,experienced, and learned about Information and Communications Technology(ICT) in Education. I have been an active participant in this field as ithas slowly moved from infancy into early childhood. In this article, I willshare some of the things that I have learned and that I think are particularlyimportant. I will illustrate some of these things with personal stories andreflections. My goal is to help move the field of ICT in education out of itscurrent early childhood phase.
    • Infusing Technology in the English Classroom: One Teacher’s Journey

      Pieters, Brendan (Association for the Advancement of Computing in Education (AACE), 2002)
      I have been teaching English since I was a graduate student at the University of Florida in 1980, but I taught it in the normal, classic classroom—a blackboard, a desk, a podium, and rows of student desks. In the early 1990s, here at Santa Fe Community College (where I have taught since 1986), my teaching experiences began to mutate.
    • Inquiry, Immigration and Integration: ICT in Pre-service Teacher Education

      Lock, Jennifer (Association for the Advancement of Computing in Education (AACE), 2007-03)
      Within the Master of Teaching Program at the University of Calgary, two teacher educators collaborated in facilitating an inquiry-based project with a group of preservice teachers in examining real-world issues related to English as Second Language students. A learning environment was created and modeled, where preservice teachers were challenged to think about teaching and learning with technology, the relationship between technology and learning, and to become designers of learning with digital media and network technologies. This article describes one teacher educator's perceptions of the project and presents her insights into planning and facilitating a learning environment that purposefully integrated technology to foster a rich, deep learning experience.
    • 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.
    • Integrating Geospatial Technologies Into Existing Teacher Education Coursework: Theoretical and Practical Notes from the Field

      Kerr, Stacey (Society for Information Technology & Teacher Education, 2016)
      Although instruction related to learning management systems and other educational applications in teacher education programs has increased, the potential of geospatial technologies has yet to be widely explored and considered in the teacher education literature, despite its ability to function as an engaging pedagogical tool with teacher candidates. This practitioner article discusses uses of geospatial technologies in a social studies teacher education program as a way of demonstrating how other teacher educators might use geospatial technologies to prompt teacher candidates to new ways of thinking about pedagogy and the world at large. An overview is provided of the value and relevance of integrating geospatial technologies within teacher education, followed by three examples of how geospatial technologies have been included in existing teacher education courses. In each example the activity and its connection to geospatial technologies are described, as well as the assessment and experience of teacher candidates. Teacher educators, especially those with limited experience in geospatial technology use, are provided with exemplar ways they might integrate geospatial technologies into the courses they teach—whether it be a course on methods, curriculum, a content area, or beyond.