Journal of Computing in Teacher Education (JCTE)

Editor's Remarks
International Summit on the Future of ICT in Education: A Call to Action for All of Us
Ann D. Thompson

Approximately 70 leading researchers, policy makers, and practitioners gathered in the Hague in the Netherlands June 10–12 at EDUsummIT 2009, an international conference designed to define action steps following the publication of the Handbook on ICT in Primary and Secondary Education.
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The Lewis & Clark Rediscovery Project is a technology professional development program designed to help teachers restructure teaching and learning practices in the classroom, and to foster technology use in the schools. The 5-year program (extended into a 6th) was funded in 1999 with a grant from the U.S. Department of Education: Technology Innovation Challenge Grant. The Rediscovery Project's "touchstones" include the historic record of challenges and encounters of Lewis and Clark and the Corps of Discovery on their epic expedition, community studies highlighting 200 years of change along the Lewis and Clark Trail, and the development of technology-infused inquiry in teaching and learning. The program immersed 51 lead participant K–12 teachers in eight states along the Lewis and Clark Trail in activities designed to increase technology efficacy and facilitate the infusion of inquiry-based learning projects into their own classrooms. The participants are Lewis & Clark Rediscovery Project fellows who were successfully mentored through online courses and in summer workshops. Fundamental to the success of the project was the development of a model to mentor teachers in the field and to help facilitate outreach and peer mentoring of technology infusion across many districts. We have included in this review a description of the major Rediscovery professional development model strategies and activities, as well as lessons learned and emerging trends and movements in interactive online teaching and learning.
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Nigerian Inservice Teachers' Self-Assessment in Core Technology Competences and Their Professional Development Needs in ICT
Sam E. O. Aduwa-Ogiegbaen

It is no longer a question whether or not technology should be used in the classroom. The emphasis is ensuring that teachers use technology effectively to create new opportunities for students to learn and raise their achievement. The use of technology in the classroom requires teachers to be knowledgeable and competent in ICTs and to integrate them into the curriculum, align them with student learning goals, and use them to engage learners in a quest for meaningful academic development. This study was a survey designed to engage postgraduate inservice teachers from selected universities in the south-south geopolitical zone of Nigeria in selfassessment of core technology competence. There were 238 participants, including 108 male and 130 female teachers, who responded to a 61-item Likert-type questionnaire. The study was also designed to determine the professional development needs of the inservice teachers and their preferred mode of professional development. Results revealed that the majority of the inservice teachers lacked competencies in core technology areas, and they all asserted that they need extensive professional development in 17 skill areas in ICT and training in 10 competency areas. The inservice teachers preferred attendance at conferences/seminars, university courses, and mentoring as the major modes of training in ICT skills.
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Developing Higher-Order Thinking Skills through WebQuests
Drew Polly and Leigh Ausband

In this study, 32 teachers participated in a year-long professional development project related to technology integration in which they designed and implemented a WebQuest. This paper describes the extent to which higher-order thinking skills (HOTS) and levels of technology implementation (LoTI) occur in the WebQuests that participants designed. WebQuests provided teachers an opportunity to integrate technology into their teaching. However, most of the tasks in the WebQuests included lower-level thinking skills and low levels on the LoTI scale. The authors also discuss implications related to the findings and ways to support teachers’ integration of technology.
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Cyberbullying: Using Virtual Scenarios to Educate and Raise Awareness
Vivian H. Wright, Joy J. Burnham, Christopher T. Inman, and Heather N. Ogorchock

This study examined cyberbullying in three distinct phases to facilitate a multifaceted understanding of cyberbullying. The phases included (a) a quantitative survey, (b) a qualitative focus group, and (c) development of educational scenarios/simulations (within the Second Life virtual environment). Phase III was based on adolescent feedback about cyberbullying from Phases I and II of this study. In all three phases, adolescent reactions to cyberbullying were examined and reported to raise awareness and to educate others about cyberbullying. Results from scenario development indicate that simulations created in a virtual environment are engaging and have the potential to be powerful tools in helping schools address problems such as cyberbullying education and prevention.
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