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Editor's Remarks
Moving Forward... But A Quick Look Back (PDF,
25 KB, 19 sec, PDF Instructions)
Denise Schmidt
The Journal of Computing in Teacher Education has begun its twenty-first
year of publication! A publication that has stayed true to the purpose
of providing teacher educators and others with a means to share practical
ideas, leadership models, research, and theoretical insights in the area
of technology and teacher education. Twenty years and more than 200 articles
later, the pursuits of scholars during the early years of JCTE created
a solid knowledge base for the work we are still doing in this critical
area.
President's Message
The Lesson in the Yellow-Handled, Needle-Nosed Pliers (PDF,
574 KB, 7 sec, PDF Instructions)
Melissa Pierson
Each time I begin a new semester of teaching undergraduate tech nology
in the classroom courses, I am reminded how little understanding or good
contextual reference my teacher education students have about meaningful
educational uses of technology. A quick survey around the room reveals
that only a handful of my students remember technology of any kind being
a part of their own schooling experience. Essentially, this means that
their visions of the work of teaching are outdated.
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Changing Teacher Education Faculty: Mission Possible (PDF,
45 KB, 5 sec, PDF Instructions)
Keith Wetzel and Mia Kim Williams
This study evaluates a Preparing Tomorrow’s Teachers to Use Technology
(PT3) project that endeavored to improve teacher educators’ uses of technology
so as to influence future teachers. This PT3 project sought to build on
a foundation of key characteristics of teacher education programs thought
to be exemplary in the use of technology throughout their programs. The
authors evaluate the progress of teacher educators in the integration
of technology in their classes. The data analysis reveals that a critical
mass of faculty used technology with students in their courses and that
the uses were aligned with the National Educational Technology Standards
for Teachers (NETS•T).
Online Professional Development: A Literature Analysis of Teacher Competency
(PDF,
47 KB, 4 sec, PDF Instructions)
Muhammad Kamarul Kabilan
Findings from research indicate that teachers participating in online
professional development (OPD) activities and programmes have gained,
in some way or another, a great deal of teacher competency. In spite of
this, no research has been undertaken to systematically identify and acknowledge
the types of teacher competencies that are frequently associated with
and attributed to OPD. This paper, based on findings from other studies
and literature reviews, attempts to initiate and explore the above vacuum.
A literature analysis, using a simple tool based on the coding strategies,
is used to categorise the types or aspects of teacher competencies that
were evident. The results indicate five major aspects: (1) motivation;
(2) skills, knowledge and ideas; (3) self-directed learning; (4) interactive
competence; and (5) computer technology awareness and skills.
Case Studies of Future Teachers: Learning to Teach with Technology
(PDF,
47 KB, 4 sec, PDF Instructions)
Melissa E. Pierson and Alysa Cozart
This longitudinal research study explores preservice teachers’ developing
vision of technology in teaching and learning. Participants include eight
teacher education students enrolled in one of three consecutive educational
technology courses. Qualitative methods were used to analyze data, and
tentative assertions have emerged related to a developing vision of teaching
with technology: expectations for teaching with technology, perceived
challenges of technology, questioning classroom uses of technology, and
the driving development of a technology-rich program by education students.
Problems and Possibilities of Web-Based Instruction: Transforming Social
Studies Methods and Practice (PDF,
47 KB, 4 sec, PDF Instructions)
Karen L. Riley and Barbara Slater Stern
In this article, the authors focus on the use of Web-based instruction
in social studies methods courses. They examine in what ways Web-based
instruction transforms both teaching and learning and explore the problems
and possibilities involved with electronic classrooms, including Web-supported
instruction. Their study is classroom action-research, which spanned two
years: 2000-2002. From the outset, they believed, based upon an earlier
study involving online instruction in their respective classrooms, that
Web-based (totally online) instruction and Web-supported (teacher meets
class but instruction is supported by the Web) instruction can truly be
transformative enterprises in terms of both teaching and learning. Despite
the seemingly endless possibilities of Web-supported instruction, problems
and/or obstacles lie in the path of a smooth electronic experience for
both teacher and student. This study, then, involves the classroom experiences
of two social studies methods classrooms in two southern universities.
We, the author-researchers, aligned our respective course requirements
and materials to offer an electronic classroom experience for our combined
classes. This alignment, we believe, allowed us to observe and analyze
student engagement with electronic discussion, partnerships, and collaboration.
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