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Editor's Remarks
Technology Pedagogical Content Knowledge: Framing Teacher Knowledge About
Technology (PDF,
314 KB, 50 seconds, PDF Instructions)
Ann D. Thompson
echnology pedagogical content knowledge (TPCK) is a term used increasingly
in our community to describe what teachers need to know in order to effectively
integrate technology into their teaching practices.
President's Message
NTLS VII: Key Research Questions for Technology and Core Content Disciplines
(PDF,
84 KB, 13 seconds, PDF Instructions)
Melissa Pierson
The crisp September in Washington DC was the setting for the seventh annual
National Technology Leadership Summit (NTLS), which convened approximately
three dozen educational leaders representing technology and core discipline
professional associations, educational technology journals, non-profit
foundations, government entities, and the corporate world. Participants
continued two key conversations begun at last year’s summit, designing
effective legislative advocacy and a proactive approach to establishing
a research agenda for effective technology use.
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From Preservice to Inservice Teaching: A Study of Technology Integration
(PDF,
216 KB, 34 seconds, PDF Instructions)
Vivian H. Wright and Elizabeth K. Wilson
This study examines how social studies preservice teachers use pedagogical
and technological applications and skills employed during their teacher
education program, specifically the methods block. Data were collected
from the methods course experience through student teaching and then through
case study research with first-year teachers. Results indicate that technology
skills and processes learned were transferred through time; however, expectations
for teaching with technology and perceived challenges of doing so were
complex. Participants in the study were more likely to emulate what “they
were taught” than to apply individual creative technology integration
plans. Common barriers to using technology in the classroom identified
in the literature (Berson, 1996; Whitworth & Berson, 2003; Butler
& Sellborn, 2002) were present; however, the researchers believe there
is a need to enhance teacher education programs and teacher induction
programs to include diverse technology integration experiences, and specifically,
creative ideas to address barriers of using technology in the classroom
and increasing the ability to think outside the box.
Examining the Role of Technology To Create a Safe Haven for Student Teachers
(PDF,
272 KB, 43 seconds, PDF Instructions)
Edward Garcia Fierros and Jean Ann Foley
This research examines the use of technology to create a relationship
between student teachers and preservice teachers as they navigate the
union of practice and theory within the two contexts of a teacher education
course and student teaching practicum. Technology was used to create a
safe haven where students could explore their respective experiences through
protected conversations. The study focused on the uses of electronic dialogue
among students to strengthen the student educators’ abilities and
awareness to integrate culturally responsive pedagogy, to practice reflective
teaching, and to model professionalism through mentoring. Multiple qualitative
data sources were analyzed, resulting in three themes: transformation
of identity, collegial relationships, and cultural responsiveness.
Teachers’ Perceptions about Usability Of a Case Library (PDF,
289 KB, 45 seconds, PDF Instructions)
David Jonassen and Sanda Erdelez
Rather than learning and then applying theory to the solution of problems,
learners can be provided with stories about others’ experiences
while designing classroom instruction. However, the usability of case-libraries
has not been documented with teachers. In this study, students accessed
a case-library of technology integration stories (http://kite.missouri.edu)
while developing a technology integration plan. We compared student use
and perceptions with their use of the ERIC clearinghouse, with which they
were all familiar. Naturally, teachers varied in their perceptions and
uses of the case library. Teachers most liked the authentic nature of
the stories as information sources. The most consistent problem was the
novelty of the environment. Some teachers also wanted to access the materials
described in the stories. Successful integration of case libraries into
learning activities will require an orientation to the effective use of
cases and the environment itself.
From High School to College: How Prepared Are Teacher Candidates For Technology
Integration? (PDF,
190 KB, 30 seconds, PDF Instructions)
Savilla Banister and Cindy Ross
State and national standards continue to prod teacher education programs
towards preparing teacher candidates who are capable of integrating computer
technologies into their teaching methodologies. However, providing
experiences and resources for this type of teacher training necessarily
relies on students possessing basics skills in computer use and having
K–12 teachers who modeled productive technology integration in the
classroom. While some high schools are managing to provide students
with these skills and experiences, others are not, leaving teacher education
programs to address the diverse levels of technological skills in their
teacher candidates. This study presents a description of the categories
of computer skill levels represented in a freshman class of teacher candidates
and how these candidates characterize their high school experiences with
computers.
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