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Editor's Remarks
New Maps for Technology in Teacher Education: A Dialogue for Teacher Educators
(PDF,
25 KB, 19 sec, PDF Instructions)
Ann Thompson
Seven years ago, Peter Martorella (1997) sent a call out to the social
studies community. His call was loud and clear. Much like a giant, the
convergence of technology and the social studies held great power to transform
social studies teaching and learning. Social studies educators and technology
specialists must engage in development, research and implementation to
investigate the potential of technology and social studies. But according
to Martorella, the giant was still sleeping. The field had few published
accounts dedicated to social studies and technology and there was not
a collection of scholars dedicated to this area of investigation.
President's Message
Beyond NECC: Your SIGTE (PDF,
574 KB, 7 sec, PDF Instructions)
Melissa Pierson
New Orleans was a welcoming host for NECC 2004, and once we escaped the
sultry streets for the cool environs of the convention center, SIGTE members
turned out in strong numbers. As the new president of SIGTE, I am not
only thrilled to be a part of such a vibrant group of leaders, but I am
also hopeful about the role our organization might play in local, state,
national, and even international conversations about technology in teacher
education.
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New Maps for Technology in Teacher Education: After Standards, Then What?
(PDF,
45 KB, 5 sec, PDF Instructions)
Marvin Cohen and Bill Tally
The ISTE (International Society for Technology in Education) Standards
have put technology integration “on the map” for teacher educators, creating
a useful reference point for guiding new teachers toward appropriate technology
uses. The authors reflect on their work at a progressive teacher education
college, assessing the strengths and limitations of a standards-driven
approach to integrating technology. They describe a framework that organizes
faculty and student technology learning around four themes: communication
and dialog, inquiry using primary data, student constructive projects,
and digital literacy. This “map” is not proposed as a specific model to
be adopted by other teacher educators, but rather as a stimulus for other
faculty to build their own maps, reflecting their institutions’ core goals,
values, and circumstances.
Meeting the ISTE Challenge in the Field: An overview of the first six
distinguished achievement award winning programs (PDF,
47 KB, 4 sec, PDF Instructions)
Terri Teal Bucci, Anthony J. Petrosino, et al.*
The 2002 National Educational Technology Standards (NETS) Distinguished
Achievement Awards, sponsored by the International Society for Technology
in Education (ISTE), were awarded to six teacher education programs across
the United States. The awards recognize institutions that exemplify successful
integration of the National Educational Technology Standards for Teachers
(NETS•T) into teacher education programs.
Building Learning Communities to Increase Faculty and Preservice Teacher
Use of Technology (PDF,
47 KB, 4 sec, PDF Instructions)
Arlene C. Borthwick, Melissa E. Pierson, Cindy L. Anderson, Joyce L.
Morris, Sandra A. Lathem, and Holly Buckland Parker
Effective learning communities connect members so that they can share
knowledge and experience. This article examines the process and outcomes
of building learning communities to increase faculty and preservice teacher
use of technology through PT3 funding at three institutions: National-Louis
University, the University of Houston, and the University of Vermont.
Strategies implemented as well as achievements and challenges for each
project are outlined. Recommendations include reinforcing common goals
and mutual benefits, connecting distant community members through online
communication, dynamic configurations for networking, and incentives for
faculty participation. Successful learning communities require nurturing
to reduce isolation through improved communication and active participation.
Technology Leadership Cadre: A Mutually Beneficial Relationship (PDF,
47 KB, 4 sec, PDF Instructions)
Mary Lundeberg, So-young Tikoo, Rhonda Willers, and Erin Donley
The purpose of this study was to explore the effects of employing preservice
teachers as leaders in technology to change teacher education curriculum,
and to mentor and support inservice teachers, teacher education faculty
and preservice teachers. We describe the evolution of the design of this
program by comparing the first and fourth year, and examining the mutual
benefits for 49 members of the Technology Leadership Cadre (TLC) and the
people they influenced. Using design-based research, we used an iterative
approach to revise the structure of the program based on data we collected
and analyzed. This data included 121 postings from an electronic discussion
board, 964 surveys, observations, interviews with four faculty consultants,
and focus group interviews with members of the Technology Leadership Cadre.
TLC members collaborated with faculty in changing the portfolio assessment
process from paper to electronic. This change in turn prompted faculty
to incorporate technology-based artifacts for students to incorporate
in their e-portfolios. Most important, as TLC members taught others technology
skills through workshops and mentoring, they developed leadership in technology
and in the classroom through this mutually beneficial relationship.
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