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Editor's Remarks
Online Tools: Altering the Landscape of Teacher Education (PDF,
629 MB, PDF Instructions)
Denise A. Schmidt, John R. Mergendoller, Kerry Rice
We are beginning to see an increasing number of online tools designed
for use by teacher educators and others. The Web 2.0 era in computing
is providing opportunities for us to use dynamic Web sites as part of
our instructional programs. Online tools such as WriteWith, del.iciou.us,
Flickr, pic2color, Swivel, and Gliffy are quickly migrating into our classrooms
for instructional purposes (see http://www.go2web20.net
for more resources). We must also remember that many of us have been involved
in grant projects and program initiatives where online tools have been
developed specifically for use in teacher education programs and K–12
schools. Online tools and resources that emerge from such efforts are
usually extremely helpful, but it is often difficult to disseminate information
about these tools to a broader audience. One such new online tool that
teacher educators might be interested in knowing more about is PBL-Online
(http://www.pbl-online.org).
President's Message
SIGTE to Learn & Lead in Atlanta (PDF,
72 KB, PDF Instructions)
Arlene Borthwick
Although SIGTE members have had increasing opportunities for online communication
and participation over the past year, we are looking forward to connecting
in person at NECC 2007 in Atlanta!
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Reexamining the Practicum Placement: How to Leverage Technology to Prepare
Preservice Teachers for the Demands of the 21st Century (PDF,
268 KB, PDF Instructions)
Rachel Karchmer-Klein
While many factors are taken into account when identifying appropriate
practicum placements, effective technology use by the classroom teacher
is rarely considered. This is disconcerting given the recent emphasis
on teacher technology preparation. The research described in this article
studies 30 preservice teachers’ participation in a six-week virtual
practicum. The practicum took place completely over the Internet and allowed
the preservice teachers to interact with and observe experienced classroom
teachers as they implemented high-quality technology-supported literacy
instruction. Using constant-comparative methods, field notes, e-mail correspondences,
and survey responses were analyzed in relation to the three research questions:
(1) How does a virtual practicum create opportunities to learn ways to
manage technology integration in the classroom? (2) How does a virtual
practicum create opportunities to learn ways to integrate technology into
literacy instruction? and (3) How does a shared practicum experience allow
preservice teachers to engage in class discussions and problem-solve issues
confronted in their host classrooms?
Benefits
and Challenges of Using Live Modeling to Help Preservice Teachers Transfer
Technology Integration Principles (PDF,
273 KB, PDF Instructions)
Richard E. West and Charles R. Graham
One method underutilized in training teachers to use technology is to
use live modeling sessions. This study qualitatively investigates how
the use of modeling sessions impacted students. In this study we found
that modeling was perceived by most students to be effective at teaching
technology skills and ideas for integrating technology as teachers. However,
we identified several breakdowns in the ability of students to transfer
their understanding of technology integration to their own situations.
We explain this difficulty of transfer of learning and describe five situations
when these breakdowns were likely to occur. Implications include the benefits
of using live modeling if adapted to address students’ unique needs,
as well as future research into the impact of contextual differences on
the transfer of students’ learning.
Developing Pedagogical Technology Integration Content Knowledge
in Preservice Teachers: A Case Study Approach (PDF,
879 KB, PDF Instructions)
Laurie Brantley-Dias, Wanjira Kinuthia, Mary B. Shoffner, Christopher
de Castro, and Neil J. Rigole
This research examined the effects of case-based instructional
strategies on the development of Pedagogical Technology Integration Content
Knowledge (PTICK) in alternative teacher preparation students. The study
was part of the Crossroads Project funded by the Preparing Tomorrow’s
Teachers for Using Technology (PT3) grant from the United States Department
of Education. Thirty-three students completed a six-week course in technology
integration in teaching methods at a large Southeastern university. Content
analysis was used to examine student data: case responses, case reflections,
and course reflections. Although there were mixed responses to the case
analysis process, findings indicated that as the semester progressed the
preservice teachers began to display an understanding of integrated concepts
of PTICK and valued learning from the group case discussions.
A Task-Oriented Framework for Stand-Alone Technology Integration
Classes (PDF,
803 KB, PDF Instructions)
Thomas C. Hammond
A long-standing challenge for schools of education is how to prepare teachers
to effectively integrate technology into classroom instruction. A widespread
practice in training preservice teachers is the stand-alone technology
class. These classes have evolved over time. This article suggests a further
development in stand-alone technology classes: a task-oriented framework.
In this approach, instruction focuses on common classroom activities of
teachers and students, such as collaboration, research, presentation,
and composition. Technologies appropriate for each activity are then explored.
The task-oriented framework described here was developed in the context
of a stand-alone technology course for preservice secondary humanities
teachers.
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