• Technology and the Changing Face of Teacher Preparation

      Willis, Elizabeth M.; Raine, Peggy (Association for the Advancement of Computing in Education (AACE), 2001)
      The federal government estimates that, with the increase in student population and the demand for smaller class sizes, the education system will require as many as 2.2 million new teachers in the next 10 years. Many of these new teachers will be graduates of colleges of education ( The Milken Foundation, 2001a ).
    • Internet Tools for Facilitating Inquiry

      Moore, Christopher J.; Huber, Richard (Association for the Advancement of Computing in Education (AACE), 2001)
      Although the science education community values inquiry-based science instruction, the goal remains illusive. In the absence of significant changes designed to provide teachers with better support for inquiry teaching, true inquiry-based instruction is probably not a realistic option for many science teachers (National Research Council [NRC], 1996), especially novice teachers (Crawford, 1999; Huber & Moore, 2001a; NRC, 1996; Wong, 1998; Wong & Wong, 1998). Viable support for inquiry teaching can come in many forms, all of which are aptly dubbed as pathways to reform by the National Science Education Standards (NRC, 1996). The reforms called for in the Standards focus on the changes required to ensure excellent inquiry-based K-12 science instruction for all students. Viable pathways to such reforms include a variety of options ranging from content-based plans (e.g., Crawford, 1998; Matthews, 1998), to general process-oriented strategies (Greene, 1998; Huber & Moore, 2001a; Liem, 1987).
    • Preparing Tomorrow's Teachers to Use Technology: Perspectives of the Leaders of Twelve National Education Associations

      Bell, Lynn (Association for the Advancement of Computing in Education (AACE), 2001)
      The U.S. Department of Education has concluded that preparing technology-proficient educators to meet the needs of 21st-century learning is a critical educational challenge facing the nation. More than two thirds of the nation's teachers will be replaced by new teachers over the next decade. Therefore, it is crucial to ensure that the next generation of future teachers emerging from the nation's teacher education programs is prepared to meet this challenge.
    • 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.
    • Goals and Attitudes Related to Technology Use in a Social Studies Method Course

      Bennett, Linda; Scholes, Roberta (Association for the Advancement of Computing in Education (AACE), 2001)
      What technology goals are essential to the preparation of prospective elementary school teachers? The National Council for the Accreditation of Teacher Education (NCATE, 1994) and the International Society of Technology in Education (ISTE, 1996) have recommended fundamental concepts and skills needed by all prospective teachers for applying technology in educational settings. ISTE recommended that all teachers need basic computer/technology operation and concepts, personal and professional use of technology, and specialty content preparation in educational computing and technology literacy. The following are ISTE guidelines related to technology in professional education programs.
    • Heightening Reflection Through Dialogue: A Case for Electronic Journaling and Electronic Concept Mapping in Science Classes

      Germann, Paul; Young-Soo, Kim; Patton, Martha D. (Association for the Advancement of Computing in Education (AACE), 2001)
      The literature on concept mapping and on journaling in the science classroom is well established (Ambron, 1991; Anderson & Huang, 1989; Barenholtz & Tamir, 1992; Emig, 1977; Fulwiler, 1980; Jegede, Alaiyemola, & Okebukola., 1990; Langer & Applebee, 1987; Nakhleh & Krajcik, 1991; Novak, Gowin, & Johansen, 1983; Novak & Gowin, 1984; Richardson, 1990; Wallace & Mintzes, 1990; Wandersee, 1990; Zulich & Bean, 1991), but there has been limited research on electronic variations of these well-established learning tools. Does the electronic medium alter the learning environment in significant ways? In valuable ways? In what ways might the electronic medium heighten "reflective practice," a quality promoted in teacher education (Bean & Zulich, 1989; Davison, King, & Kitchener, 1990; Schon, 1983, 1987; Zeichner & Liston, 1987)?
    • Amazon, eBooks, and Teaching Texts: Getting to the "Knowing How" of Reading Literature

      Pace, Barbara G. (Association for the Advancement of Computing in Education (AACE), 2001)
      A poster on my office wall shows a child holding a flashlight under the covers as he reads in bed. Many literacy education students respond to the poster by claiming, 'I used to do that.' Their confession is not surprising, for most who decide to teach English or language arts do love literature. Usually they have been avid readers who have had no difficulty becoming immersed in plots, fascinated by characters, or drawn into the deeper issues of literary study. Usually their passion for language and literature serves their students well. However, in some cases, the passion and ease with which literacy education students approach texts prevents them from reflecting on how they interact with texts and from making their personal strategies available to students.
    • Repackaging for the 21st Century: Teaching Copyright and Computer Ethics in Teacher Education Courses

      Swain, Colleen; Gilmore, Elizabeth (Association for the Advancement of Computing in Education (AACE), 2001)
      In today's world it is quite common to see old ideas repackaged and presented to consumers in sleek new containers. This repackaging also occurs in the educational realm. For example, the violence seen in schools has prompted the call for character education, media literacy, and conflict resolution training. Many of these instructional programs, although possibly called by a different name, have been in the curriculum of schools for years. Regardless of the fact that these programs have been operational in some schools for extended periods of time, recent violence in schools dictate that the effectiveness of these programs must be questioned. This need to reflect upon the effectiveness of existing practices reached our own teaching experiences in similar ways. Fortunately, we were not exposed to violence at our educational institutions but the need for reflection and re-evaluation was still needed. The issue: Copyright and Computer Ethics.
    • The Pull of Participation: Multilogues in Online Literature Discussions

      Carico, Kathleen M.; Logan, Donna (Association for the Advancement of Computing in Education (AACE), 2001)
      On two Thursday afternoons each semester, a group of between 15 and 20 eighth-grade students at Blacksburg Middle School (BMS) stays after school with teacher Donna Logan. For the first hour or so, they do homework, or read the novel they are supposed to have completed by 4:00 this afternoon, or laugh and talk with each other and with Ms. Logan as she tries to get ready for the evening. They eat pizza she has ordered and drink sugary sodas. They are noisy and often silly, even the ones whose classroom presence was quiet, studious, and, in some cases, barely noticeable. At 3:45 they throw their cups and pizza plates away, grab their novels, and hustle with Ms. Logan to the computer lab on the first floor. There they will each log on to "A Room with a MOO," a virtual room in a virtual house, where they will await the arrival of their Virginia Tech (VT) pals, who at this point are finishing up a day of work or student teaching or attending classes. While the middle schoolers wait, they will investigate the other rooms in the "house"—the kitchen, salon, library, or den, perhaps—and see who else is there or who has managed to pass through before they arrived.
    • Technology and a Course for Those Thinking About Teaching: A Response to Henriques

      Flick, Lawrence B. (Association for the Advancement of Computing in Education (AACE), 2002)
      "Preparing Tomorrow's Science Teachers to Use Technology: An Example From the Field" by Laura Henriques (2002) makes a valuable contribution to the field of science education by providing examples that operationalize guidelines published in this journal on appropriate uses of technology in science teacher education ("Guidelines"; Flick & Bell, 2000).
    • The Path to Teacher Leadership in Educational Technology

      Sherry, Lorraine; Gibson, David (Association for the Advancement of Computing in Education (AACE), 2002)
      Educational technology adoption models have not traditionally incorporated either teacher leadership or the complex systems in which teachers work. This article presents two frameworks for viewing online technologies and implementation practices within the complex interrelationships among key actors and parts of an educational system. The Learning/Adoption Trajectory and Systemic Sustainability models, developed in different lines of research, fit together to better explain the path to sustainable systems of teacher leadership in educational technology. New research and development projects help illustrate the models.
    • Commentary: Phases of Collaborative Success: A Response to Shoffner, Dias, and Thomas

      Molebash, Philip E. (Association for the Advancement of Computing in Education (AACE), 2002)
      Shoffner, Dias, and Thomas (2001) described a model for support of collaborative planning between the teacher education program and the instructional technology program at Georgia State University (GSU). Collaboration between instructional technology and teacher education programs can be a multiphased process. The successes cited by Shoffner, Dias, and Thomas are likely to benefit programs in a similar early phase of collaboration. In this article the author proposes that there are three phases of collaboration. These phases can be difficult to traverse, both because of differing accreditation standards and processes for teacher certification in other states, and because of differing cultures and circumstances within other teacher preparation programs.
    • The Bermuda Open Source Technology Summit: Pausing to Look Back Rejuvenates Us for the Future

      McAnear, Anita (Association for the Advancement of Computing in Education (AACE), 2002)
      The National Technology Leadership Initiative is an ongoing collaborationbetween SITE and four teacher educator associations representing the corecontent areas of science education (AETS), mathematics education(AMTE), English education (CEE), and social studies education (CUFA).The online journal you are currently reading represents one collaborativeventure among these associations. A series of National Technology LeadershipSummits (NTLS I through IV) have been another such collaborativeeffort.
    • Editorial: Scholarly Collaboration

      Bull, Glen; Bell, Lynn; Davis, Niki (Association for the Advancement of Computing in Education (AACE), 2002)
      The Society for Information Technology and Teacher Education (SITE) was established to provide a forum for scholarship, collaboration, and discussion about the use of technology in teacher education.
    • 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).
    • Editorial: Continuing the Dialogue on Technology and Mathematics Teacher Education

      Thompson, Denisse; Kersaint, Gladis (Association for the Advancement of Computing in Education (AACE), 2002)
      As the newly appointed coeditors of the mathematics section of this journal,we begin our tenure with an editorial highlighting some of the needs relatedto technology and mathematics teacher education and reminding readers ofthe mission of the journal.
    • The New K-12, “Full-Access” Computing Architecture: A Reaction to Bull, Bull, Garofalo, and Harris

      Norris, Cathleen; Soloway, Elliot (Association for the Advancement of Computing in Education (AACE), 2002)
      Educational computing architectures have evolved from standalone computers in labs and classrooms, through networked computers in classrooms and labs, and lately to mobile, wirelessly networked laptops on carts.
    • Are We Ready to Embrace the Power That Technology Has to Offer in Education? Commentary: Response to Henriques

      Zisk, Joseph F. (Association for the Advancement of Computing in Education (AACE), 2002)
      The article"Preparing Tomorrow's Science Teachers to Use Technology: an Example from the Field" (Henriques, 2002) provided us with several good examples and strategies. Since I teach both secondary science methods and applied instructional technology, I found myself often saying while reading the paper, "I do that" or "Maybe I should do that."
    • SITE: From Our Society’s Foundation Toward Shared Leadership for an Intercultural Future

      Davis, Niki (Association for the Advancement of Computing in Education (AACE), 2002)
      The first decade of the Society of Information Technology in TeacherEducation (SITE) has seen the formation of a wonderful loosely coupledsystem, which we enjoy. Part of that enjoyment is our common socialization—we think and act like teacher educators with enthusiasm and expertisewith new technology. We enjoy sharing that enthusiasm and developing thescholarship and practice in our field and service to our societies worldwide.Even though we often do not communicate enough with each other, we canstill coordinate our actions because we can anticipate what other SITEparticipants are thinking and doing and we enjoy hearing about it at ourconference. We also share the administrative support of SITE, through thestrong arms of the Association for the Advancement of Computing inEducation (AACE).
    • 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.