Journal of Computing in Teacher Education (JCTE)
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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
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Hear the Latest
JCTE Podcast
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Table of Contents
Volume 25, Number 2
Winter 2008-2009
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Columns
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Editor's Remarks
Alliances with Ed Leadership Programs: An Important Direction for Teacher Educators
Ann D. Thompson
Most of us who are involved with technology in teacher education are acutely aware of the importance of leadership from school administrators in the effective integration of technology in schools. Unfortunately, most of our teacher education programs are not in effective collaboration with programs that educate school administrators and are not directly addressing this important issue. Read More
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President's Message
 Policy Advocacy: Preparing Teachers for Digital Age Learners (PTDAL)
Mike Charles
I write this column on the week of the 2008 election. Record turnouts are projected across the country for what is being widely described as a historic election. While concerns about conflict abroad and economic crises at home dominate much of the headlines, education has found its way into the discussion of our country’s future. EdWeek and the National Association of Secondary School Principals sponsored a debate at Teacher's College, Columbia University, between the chief education advisors of the respective presidential campaigns. Read More |
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Articles
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The Impact of a Federally Funded Grant on a Professional Development Program: Teachers’ Stages of Concern Toward Technology Integration
Richard Overbaugh and Ruiling Lu
This study investigated the effects of a teacher professional development program funded by a No Child Left Behind (NCLB) grant on program participants’ (teachers’) stages of concern toward instructional technology integration into curriculum. The study also explored potential differences in the concern levels among the participants from different age groups, school levels and gender. The data analyses of the pre-/post-/follow-up survey responses submitted by 377 participants revealed that the program was quite successful in reducing participants’ self-based concerns while increasing their impact-based concerns about technology integration. This was a very encouraging profile, according to the Concerns-Based Adoption Model (CBAM). Participants’ ages reflected differential concern levels at some stages, whereas the school level they taught had no influence on this issue. Read More
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Student Views of Hybrid Learning: A One-Year Exploratory Study
Qiuyun Lin
This one-year case study examined hybrid learning in two elementary teacher education courses, which incorporated the Blackboard Learning Management System (LMS) into the online portion of the coursework. Fifty-one elementary teacher candidates who were enrolled in two hybrid courses participated in the study. Both quantitative and qualitative data were collected from surveys designed to measure students’ views of hybrid learning. Results showed that a majority of students held positive views, but some had negative experiences and faced challenges. Implications were discussed in terms of how to better utilize this new pedagogy in teacher education to meet the growing demands for engaging student learning. Read More
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The Evolution of the Required Educational Technology Course
Keith Wetzel, Teresa S. Foulger, and Mia Kim Williams
University instructors discuss a required educational technology course in a teacher education program and the impact of two forces: (a) Technological Pedagogical and Content Knowledge, commonly known as TPACK (Misha & Koelher, 2006), and (b) action research data. Over the past
two semesters, two new assignments have been instituted based on these two factors. Data revealed concerns on the part of some students: (a) resistance to collaborative work, and (b) concern about implementing this model of technology integration in their future classrooms. Finally, next steps to improve course assignments are discussed, as are efforts to place the course in a context in which it contributes to the transformation of other courses in the teacher licensure program. Read More |
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A one-year subscription for JCTE is available for $122* to non-members. Members purchase it for $32*, a 73% discount. To subscribe, call ISTE Customer Service at 1.800.336.5191 (U.S. and Canada), 1.541.302.3777 (Int’l).
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Copyright © 2008, ISTE (International Society for Technology in Education). All rights reserved.
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