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Editor's Remarks
TACTL: An AERA SIG Home for Technology in Teacher Education (PDF,
94 KB, 15 seconds, PDF Instructions)
Ann Thompson, Glen Bull, and Lynn Bell
Although the title of this column resembles an example of how NOT to overuse
acronyms, the message behind the title is extremely important for our
readers. TACTL (Technology as an Agent of Change in Teaching and Learning)
is a new special interest group at the American Educational Research Association
that provides an appropriate home for much of the research work from our
technology in teacher education community.
President's Message
History Beckons: SIGTE Convenes in Philadelphia (PDF,
117 KB, 18 seconds, PDF Instructions)
Melissa Pierson
Is the last week of June blocked off in your calendar? It should say in
bold letters, “Trip to NECC in Philadelphia!” Our leadership
and members will be out in force at the Philadelphia Convention Center,
and we hope to see you there as well.
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A Collaborative Model for Influencing the Technology Integration Behaviors
and Dispositions of Preservice Social Studies Teachers (PDF,
290 KB, 45 seconds, PDF Instructions)
Raymond Jones, Ann Cunningham, and Loraine Moses Stewart
Collaboration among faculty can enhance the learning experience for preservice
teachers and reinforce the integral role of technology in teaching, learning,
and professional development in social studies education. Organized around
the Performance Profiles outlined by the National Educational Technology
Standards for Teachers (NETS·T), this article details how faculty
collaborate to develop and refine social studies instruction by sharing
technology best practices and resources, by designing integrated activities
and course assignments, and by working together to provide meaningful
professional experiences for preservice teachers in both elementary and
secondary programs. The authors explain how the collaborative model builds
on many facets of the NETS·T and detail how new and emerging technologies
are easily and effectively integrated once the culture of collaboration
is established.
Emergent Reflective Dialogue Among Preservice Teachers Mediated Through
A Virtual Learning Environment (PDF,
190 KB, 30 seconds, PDF Instructions)
Claudia Khourey-Bowers
This descriptive study addressed the role of virtual learning environments
in fostering reflective thought among preservice teachers through dialogic
interaction. Preservice teachers tend to view teaching as a formulaic
application of theory and strategies. When challenged with making decisions
in novel settings, they are often unable to apply previously learned theory
and practice. Web-mediated discussions were the primary means for student-student
and student-instructor dialogic interactions. Discussion postings and
traditional essays of students provided ongoing documentation of their
progress in engaging in reflective thinking. Analysis of individual postings,
threaded discussions, and essays were conducted using Pathwise criteria
for reflection. Results indicated that individual postings generally scored
at Satisfactory levels, while threaded discussions and essays scored at
Effective or Distinguished levels.
Seeking Alternatives to Inservice Technology Workshops from Teachers’
Perspectives (PDF,
236 KB, 37 seconds, PDF Instructions)
William Sugar and Kenneth Wilson
This study details our efforts in examining alternatives to inservice
technology workshops according to the perspectives of teachers from two
school districts located in the southeastern region of the United States.
Our initial survey (68% return ratio) and final survey (65% return ratio)
asked teachers to respond to the following four areas related to inservice
technology workshops, including: technology advice that they currently
seek, possible approaches to learn a new technology, ways to improve existing
technology inservice workshops, and obstacles that prevent them from integrating
technology. In this paper, we present relevant initial survey and final
survey results. These results can affect the development of future inservice
technology workshops and strategies to facilitate effective technology
integration.
The Promise of Technology to Confront Dilemmas in Teacher Education: The
Use of WebQuests In Problem-Based Methods Courses (PDF,
259 KB, 41 seconds, PDF Instructions)
Leigh K. Smith, Roni Jo Draper, and Brenda L. Sabey
This qualitative study examined the use of WebQuests as a teaching tool
in problem-based elementary methods courses. We explored the potential
of WebQuests to address three dilemmas faced in teacher education: (a)
modeling instruction that is based on current learning theory and research-based
practices, (b) providing preservice teachers with sufficient knowledge
and appropriate skills for teaching and solving instructional problems
given the limited time allocated to methods courses, and (c) preparing
preservice teachers to integrate technology in their classrooms. We found
that WebQuests, by design, support a problem-based approach to instruction,
introduce students to multiple perspectives related to science and literacy
teaching/learning, develop pedagogical and content knowledge and skills,
and provide learning experiences that integrate technology within the
contexts of science and literacy instruction.
Lessons Learned from Implementing Technology in an Undergraduate Elementary
Education Program (PDF,
282 KB, 44 seconds, PDF Instructions)
Shelley B. Wepner, Kathleen A. Bowes, and Rita Serotkin
This article describes the implementation of a state-funded grant, the
challenges that emerged, and the lessons learned. This yearlong grant,
Technology3, provided the resources for university faculty, teacher candidates,
and cooperating teachers to integrate technology. Findings from the grant
did not indicate significant changes in perceived abilities and attitude,
but did indicate changes in increased uses of technology. Issues with
implementing the grant involved faculty reluctance and lack of technology
prowess, uneven technology skills and technical support at the Professional
Development School, unprepared teacher candidates, an overworked Technology
Learning Specialist, and problems with hardware and software. Four lessons
learned were the importance of: effecting change with faculty, being specific
about project requirements, assessing teacher candidate technology competencies,
and crafting clear job descriptions.
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