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Editor's Remarks
Computer Gaming for Teacher Educators (PDF,
25 KB, 19 sec, PDF Instructions)
Ann Thompson and Julio C. Rodriguez
A Major Forum at the AACTE 2004 Annual Meeting (www.aacte.org) titled “Video Games and Learning:
The Next Big Thing?” recently reminded me of the power of technology to
assist in the creation of active and motivating environments for young
learners. For years, many of us involved in technology in education have
speculated on the possibility of capturing some of the power of computer
games for creating learning environments. Early primitive attempts at
this concept often involved using games as a reward for completing tasks
correctly. More sophisticated efforts focused upon embedding content experiences
in the games themselves. The AACTE session suggested the beginnings of
a new generation of work on using gaming concepts to enhance student learning.
President's Message
Assessing the Technology Skills of Teacher Candidates: ISTE and Certiport
Pilot IC3 (PDF,
574 KB, 7 sec, PDF Instructions)
Ann Cunningham
There is no doubt that 21st century teachers must possess the ability
to capitalize on the technological prowess of their students and design
activities that incorporate the Internet and other technology tools in
a meaningful and appropriate way. There is also a great need for them
to be prepared to teach their students how to improve their own computing
skills.
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Beliefs about Learning, Instruction, and Technology among Elementary School
Teachers (PDF,
45 KB, 5 sec, PDF Instructions)
Nicole J. Kurz-McDowell and Robert D. Hannafin
The current study investigated six teachers, three in second grade and
three in fourth grade, and their beliefs about learning, instruction,
and technology. The first significant finding was that the teachers who
held objectivist notions about learning and instruction also held objectivist
views concerning technology, and the teachers who possessed constructivist
beliefs about learning and instruction also had constructivist beliefs
about technology. The second major finding was that these second-grade
and fourth-grade teachers differed in their beliefs about learning and
instruction, as well as their beliefs concerning technology. The second-grade
teachers placed greater emphasis on student-centered concerns while their
fourth-grade colleagues were more teacher-centered. The difference in
the beliefs and approaches to teaching at the primary and upper elementary
grades may have implications for teacher preparation and inservice training
efforts.
Implications of Ubiquitous Computing for the Social Studies Curriculum
(PDF,
47 KB, 4 sec, PDF Instructions)
Stephanie D. van Hover, Michael J. Berson, Cheryl Mason Bolick, and
Kathleen Owings Swan
In March 2002, members of the National Technology Leadership Initiative
(NTLI) met in Charlottesville, Virginia to discuss the potential effects
of ubiquitous computing on the field of education. Ubiquitous computing,
or “on-demand availability of task-necessary computing power,” involves
providing every student with a handheld computer—a situation with enormous
repercussions for education and teacher education. Over a two-day period,
participants engaged in intensive discussion of the issue of ubiquitous
computing and developed seven conclusions. This paper, written by the
representatives from social studies organizations, seeks to examine the
specific implications of these seven conclusions for the field of social
studies education. The paper discusses the concept of ubiquitous computing
and the impact this technology shift may have on social studies curricula,
teacher preparation, software development, and research agendas.
Teaming with Technology: A Case Study of a Faculty Design Team Developing
Electronic Portfolios (PDF,
47 KB, 4 sec, PDF Instructions)
Gregory L. Waddoups, Nancy Wentworth, and Rodney Earle
To better prepare preservice candidates for teaching in the information
age, the International Society for Technology in Education (ISTE) has
defined National Educational Technology Standards (NETS) to guide technology
integration into teacher education programs. Based on these standards,
Brigham Young University (BYU) has implemented strategies for technology
integration into their teacher education program by creating curriculum
design teams composed of School of Education faculty, public school personnel,
and instructional design and technology specialists. From our analysis
of the initial activities of the faculty design teams, we have developed
basic principles that have led to successful personal and institutional
change. To demonstrate the realization of these six principles, we provide
a detailed case study in highlighting the formation, development, and
support of faculty design teams.
Situating Teacher Education: From the University Classroom To the “Real”
Classroom (PDF,
44 KB, 4 sec, PDF Instructions)
Pedro Hernández-Ramos and Carol Ann Giancarlo
This article presents a descriptive case study on the first experience
moving a required teacher preparation instructional technology course
from the university classroom into an elementary school setting. The key
motivation was to help future teachers become more adept at integrating
technology into their practice by learning about commonly used applications
and best practices in an authentic setting, framed within a constructivist
approach. In addition to lab time focused on the acquisition of computer
skills, the course design included classrooms visits and observations,
conversations with teachers and the principal, and development of a lesson
or unit plan. The format was an intense one-week workshop, meeting for
six hours each day and co-taught by two university faculty and a school-based
coordinator, instead of a quarter-long course meeting once or twice a
week for two hours or less with a single instructor. Students reacted
very favorably to the course format and location. Detailed analysis of
the curriculum and future plans are described.
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