Home PublicationsJRTEPast IssuesVolume 34 Number 4

	Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W. Michael Reed, New York University Incoming editor: Dr. Lynne Schrum, University of Georgia
formerly Journal of Research on Computing in Education

Volume 34 Number 4 Summer 2002

Preservice Teachers and Cognitive Literacy Skills: Implications for Technology Pedagogy
Joyce Pittman
University of Cincinnati

Abstract
Technology in education is raising unprecedented levels of new concerns for educators. Perhaps one of the greatest challenges is building college students’ advanced literacy and technical skills, especially those of preservice teachers. In dealing with technology issues, educators and policy makers are faced with problematic decisions about how to attract, sustain, and prepare students for careers and living in an increasingly technological society (Prager, 1993). Educators need direction for retooling to restructure instructional approaches to help entering students develop knowledge and skills they need to succeed in this ever-changing environment (Lieberman & Linn, 1991). Though educators embrace the emphasis on high-quality education, they may have justifiable concerns about teaching new anchallenging subject matter to students who need to develop advanced literacy skills to improve achievement (Palumbo & Reed, 1991).

Contributor
Joyce A. Pittman is an assistant professor of teacher education and instructional technology at the University of Cincinnati (UC). She earned her PhD in education at Iowa State University of Science and Technology, Ames. She has a special interest and degree emphasis educational technology and sociocultural cognitive perspectives of transforming traditional learning and teaching in contemporary society to close the sociocultural education divides. She has worked on numerous education and information technology projects involving teacher education, digital education divides, literacy, and industrial training. Currently, she directs a $2.7 million Preparing Tomorrow’s Teachers Project funded by the U.S. Department of Education. The project focuses on restructuring the teacher education program at UC by infusing technology, preparing faculty, and implementing an electronic performance-based portfolio system to assess student performance. She has recently published articles on technology use for creating inclusive learning communities, a theory-based approach to preparing faculty to restructure technology-pedagogy to improve teacher education, and cyberspace safety for children. She is a contributing author to a book, Toward Digital Equity: Closing the Education Divides.

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Contact
Joyce Pittman
University of Cincinnati
Division of Teacher Education
Cincinnati, OH 45221
joyce.pittman@uc.edu

Copyright © 2002, ISTE (International Society for Technology in Education). All rights reserved.