Journal of Computing in Teacher Education (JCTE)

Editors: Ann Thompson and Denise A. Schmidt
Iowa State University
Department of Curriculum and Instruction
Center for Technology in Learning and Teaching
N031 Lagomarcino Hall
Ames, IA 50011-3192
E-mail: eat@iastate.edu or dschmidt@iastate.edu

Columns

Editor's Remarks
NSF’s Innovative Technology Experiences for Students and Teachers (ITEST) Program: An Emerging Community and Opportunity (PDF, 154 KB)
Ann D. Thompson
In February, I had the opportunity to attend the annual meeting for the NSF ITEST grantees in Washington DC, hosted by the ITEST Learning Resource Center. ITEST is an expanding and very successful NSF program, and I recognized several of the grantees as former members of the PT3 (Preparing Tomorrow’s Teachers to Use Technology) community. The flourishing ITEST program and community is important for our technology and teacher education community, both in terms of dissemination of innovative projects and awareness of new funding opportunities for teacher educators.

President's Message
The Role of Technology Leaders in the Organizational Change Process (PDF, 122 KB)
Arlene Borthwick
As I sat in a college-wide strategic planning meeting this week, I began to think of our group as a Global Positioning System (GPS) and to view the college’s four vision statements as the constellation of satellites used to calculate our current position or progress. Last year our GPS members (faculty and staff) engaged in a retreat and a series of follow-up meetings during which we identified where we currently are in relation to 4 C’s: context, culture, conditions, and competencies in relation to each of our four vision statements (Wagner et al., 2006). Then we described what these 4 C’s would need to look like if we are to realize our four visions by 2011. Although none of our four vision statements refers specifically to technology, the use of technology is certainly identified in the 4 C’s we envisioned for the future progress.

Articles

ETIPS: Using Cases with Virtual Schools to Prepare for, Extend, and Deepen Preservice Teachers’ Field Experiences (PDF, 365 KB)
Sara L. Dexter, Eric Riedel, and Cassandra Scharber
Field experiences are identified as an important component in the preparation of new teachers. As such, methods to supplement field experiences with pre and post activities that ready preservice teachers to effectively learn from them warrant further examination. This paper presents one tool that has been used successfully to improve preservice teachers’ instructional decision-making knowledge about technology integration, with the unintended outcome of readying them for field experiences in general.

Online Jigsaw Science Inquiry for Preservice Teachers (PDF, 163 KB)
Carmen Fies
This article introduces an online jigsaw model for preservice teachers’ science content learning. Following a description of the model and its developmental genesis, analysis of an external proficiency measure serves to evaluate the model’s validity. Data stem from a sample of 333 students who completed physical science courses in either a face-to-face or online setting, and who participated in a state-mandated certification exam. An independent samples t-test of means of scores indicates that the two groups are not significantly different from each other. Based on this preliminary finding and the high student retention rate across semesters, the online jigsaw model appears to be a viable alternative to on-campus settings.

A Comparison of Web-Based Concept Mapping Tasks for Alternative Assessment in Distance Teacher Education (PDF, 2.75 MB)
Kevin Oliver
Three sections of the same distance education class completed a series of Web-based concept map assessments using one of two methods. Open-ended maps applied in section 1 led students to conduct more relational thinking overall, but variance in map items was very high introducing more subjectivity in scoring. Pre-selected term mapping applied in sections 2–3 led students to correctly classify many concepts and express proper relationships compared to an instructor’s map. Identifying expected concept sets from the instructor’s maps caused students some difficulty. The high volume of readings associated with the task appeared to further this problem. Students touted many benefits of mapping, including synthesizing and connecting course material, reading more intentionally, and thinking critically.

A Model for Facilitating Field Experience in a Technology-Enhanced Model Pedagogical Laboratory (PDF, 259 KB)
Yuxin Ma, Doug Williams, Louise Prejean, Guolin Lai, and Mary Jane Ford
This paper presents a model for implementing a field experience program in a technology-enhanced pedagogical laboratory where teacher candidates practice and reflect on theory-based instructional strategies. The model consists of three steps: teacher candidate preparation, laboratory experience, and reflection. Teacher candidate preparation provides candidates with content, pedagogical, and technological knowledge needed to facilitate student learning. Laboratory experience offers opportunities for candidates to practice teaching in a technology-enhanced, student-centered learning environment. Reflection is a phase intended for the candidates to discuss and reflect on their facilitation experience. The paper first presents a conceptual framework that guides the development of the model. Then, it describes the model and illustrates it with an example. Last, it discusses present research and future directions related to the model.