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Editor's Remarks
 Multi-Tasking with Technology: Expanding Our Conversations (PDF, 265 KB, 41 seconds, PDF Instructions)
Ann Thompson
Over the past two months, I have had two very interesting and thought-provoking experiences using technology to enable background conversations during classes and/or presentations. Used correctly, applications such as blogging or Skype provide powerful environments for strengthening the student or audience voice.
President's Message
SIGTE in the California Sunshine (PDF, 254 KB, 40 seconds, PDF Instructions)
Melissa Pierson
What a perfect opportunity to mix business with pleasure! San Diego over the 4th of July is spectacular. (My personal recommendation for the holiday is the “small-town” 4th of July parade on Coronado Island.) We know the sun-kissed beaches will be luring you away from the conference, but we aim to entice you back to the convention center with some star-spangled SIGTE events.
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How Different Video Club Designs Support Teachers in “Learning to Notice” (PDF, 365 KB, 1 minute, PDF Instructions)
Elizabeth A. van Es and Miriam Gamoran Sherin
Video is currently a key element of numerous professional development programs, yet relatively little is known about how video fosters changes in teachers’ thinking. This study examines how a particular type of videobased professional development, namely video clubs, supports teacher development. Video clubs are professional development environments in which groups of teachers come together to view and discuss videos of one another’s teaching. In this paper, we study how two different video club designs support teachers in “learning to notice” classroom interactions in new ways. Data for this study include a pre- and post-interview conducted with each participating teacher from the two video clubs. Analysis reveals that, for one group, the scope of their comments became focused on a particular issue, interpreting the mathematical ideas expressed by students in the video excerpts. In contrast, the second group developed a range of perspectives for discussing the video segments. We argue that the different designs of the video clubs influenced the ways in which the two groups of teachers “learned to notice.”
Using Digital Video for Professional Development in Urban Schools: A Preservice Teacher’s Experience with Reflection (PDF, 334 KB, 52 seconds, PDF Instructions)
Brendan Calandra, Laurie Brantley-Dias, and Michael Dias
This study used a variety of qualitative methods within the context of an exploratory single case study to examine the use of digital video as a means for a preservice teacher to capture personal teaching episodes and reflect on them as an integral part of her professional development. Results demonstrate how an urban preservice teacher’s work with digital video of her teaching promoted reflection and the development of teacher identity. Results also demonstrated how a teacher educator was able to use the digital video as a tool to help the beginning teacher identify effective practices.
Perceptions of Beginning Teacher Education Students Regarding Educational Technology (PDF, 358 KB, 56 seconds, PDF Instructions)
Adam Friedman and Sara Kajder
This study sought to identify the attitudes and perceptions of students in an introductory educational technology course situated within a teacher education program. Data were collected in the form of anonymous feedback throughout the semester. Findings included: students tended to enter the course with either a good deal of technology knowledge or with apprehension about using technology; students’ thinking evolved from conceiving of technology in a generic classroom to a classroom in which they were the teacher; the majority of students had not experienced effective uses of technology in their previous courses; technologies incorporated into the course needed to be reflective of what was available in K–12 schools; and by the end of the semester, students demonstrated technical skills, pedagogical content knowledge, and significant motivation to integrate technology into their classroom.
The Blended Course Delivery Method: The Not-So-Distant Education (PDF, 319 KB, 50 seconds, PDF Instructions)
Lyman L. Dukes III, Scott M. Waring, and Mark A. Koorland
Current evidence indicates that the blended course delivery method can reduce costs, improve student academic performance, and improve instructor success in meeting course learning objectives when compared to face-to-face instruction. The present examination of best practices employed the Institute for Higher Education Policy (IHEP) (2000) quality benchmarks for Internet-based instruction as a framework for organizing 19 suggestions for designing and delivering blended courses. Results indicated that our specific faculty development experiences mirrored the more general IHEP framework.
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