Journal of Computing in Teacher Education (JCTE)

Editors: Ann Thompson and Denise A. Schmidt
Iowa State University
Department of Curriculum and Instruction
Center for Technology in Learning and Teaching
N031 Lagomarcino Hall
Ames, IA 50011-3192
E-mail: eat@iastate.edu or dschmidt@iastate.edu

Columns

Editor's Remarks
The YouTube Presidential Debates: Hints of the Power of Web 2.0 Technologies (PDF, 86 MB)
Ann D. Thompson
I had an interesting experience this summer when I sat down to watch the Democratic presidential debates on CNN where the questions were to come from YouTube presentations from people around the United States and around the world. I didn’t plan to be totally occupied by the debates, but I did want to see how the YouTube format would work. Frankly, I usually find political debates somewhat tedious, with predictable questions from press people and predictable, canned answers from candidates. To my surprise, I was quite captivated by the event and found myself eagerly awaiting each new question and enjoying the sincerity and intenseness of the questioners.

President's Message
Atlanta NECC 2007: SIGTE at Tipping Point (PDF, 99 KB)
/AM/Template.cfm?Section=Number_1_Fall_2007&Template=/MembersOnly.cfm&NavMenuID=3692&ContentID=18301&DirectListComboInd=D Arlene Borthwick
A few years ago, many of us heard Malcolm Gladwell speak about the tipping point during his keynote presentation at NECC. As I gathered materials to review SIGTE events at NECC 2007 and to recognize the leadership and increasing participation of so many members, I sensed that SIGTE itself is at a tipping point.

A Message from ISTE's Publications Committee (PDF, 63 KB)

Articles

The Role of Teacher Inquiry in Helping Prospective Teachers Untangle the Complexities of Technology Use in Classrooms (PDF, 284 KB)
Kara Dawson
The objective of this research was to explore how authentic technology use and teacher inquiry may coalesce during curriculum-based, technologyenhanced field experiences for prospective teachers. Thirteen inquiries were analyzed using qualitative analytic procedures (Rossman, 1998). Results suggest that teacher inquiry may serve a variety of roles during curriculum-based, technology-enhanced field experiences including (1) as a lens through which to consider student learning, (2) as a bridge between content learned in university courses and authentic practices and (3) as a light bulb for conceptual change. This study suggests the positive outcomes of merging teacher inquiry and curriculum-based, technology-enhanced field experiences warrant further study. As such, the article proposes development of a codebook or heuristic designed to provide a coordinated analysis of multiple inquiry results.

Cross-Validating Measures of Technology Integration: A First Step Toward Examining Potential Relationships Between Technology Integration and Student Achievement (PDF, 313 KB)
Robert Hancock, Gerald Knezek, and Rhonda Christensen
The use of proper measurements of diffusion of information technology as an innovation are essential to determining if progress is being made in state, regional, and national level programs. This project provides a national level cross validation study of several instruments commonly used to assess the effectiveness of technology integration in instructional programs.

Using Digital Video to Re-Think Teaching Practices (PDF, 148 KB)
Mark Girod, John Bell, and Punya Mishra
Video is a powerful medium for communication and learning. With increased accessibility to digital video production equipment, an important question is what role teacher production of video might have in teacher education. Using the lens of design that highlights authenticity, efficacy, and expressiveness as goals, 38 in-service teachers designed videos for use in their classrooms. Interview data investigating the outcome of this activity suggests an effect on teacher thinking in five areas including: (1) instructional outcomes; (2) instructional design; (3) classroom performance; (4) process versus product; and (5) considering the needs of all learners. Data also highlights cautions about the practical use of these technologies in the daily work of teachers.

In Their Shoes: Teacher Educators’ Reframing Portfolio Development from the Students’ Perspective (PDF, 174 KB)
Cari Klecka, Loretta Donovan, and Robert L. Fisher
This article examines 14 teacher educators’ development of standards-based electronic portfolios. The research focused on the participants’ interpretation of the standards and how they conceptualized the portfolio development process in relation to their professional practice. For one year, participants interacted around the Association of Teacher Educator (ATE) standards and the development of their electronic portfolios. Findings illustrated that these teacher educators developed their portfolios in individual ways within a community of practice. Yet, they differed in how they viewed the structure of the process. The process of creating the electronic portfolio encouraged reflection on the standards and on how they think about having their students create portfolios.