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Contemporary Issues in Technology and Teacher Education

March 2015 Volume 15, Number 1

Editors

Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 5

  1. Contemporary Literacies and Technologies in English Language Arts Teacher Education: Shift Happens!

    Marshall George, Fordham University, United States; Carol Pope, North Carolina State University, United States; Lou Ann Reid, Colorado State University, United States

    Three leaders of the National Council of Teachers of English (NCTE) Conference on English Education (CEE) reflect on the changes that have occurred in English language arts teacher education in the... More

    pp. 1-13

  2. Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program

    Stephen J. Pape, Johns Hopkins University, United States; Sherri K. Prosser, Cynthia C. Griffin, Nancy Fichtman Dana, James Algina & Jungah Bae, University of Florida, United States

    This study sought to identify components of an asynchronous online teacher professional development program, Prime Online, that potentially affected participants’ mathematical knowledge for... More

    pp. 14-43

  3. Determining Useful Tools for the Flipped Science Education Classroom

    Gregory MacKinnon, School of Education, Acadia University, Canada

    This paper reports the results of a 3-year longitudinal study on the perceived utility of supplying elementary science teacher interns with four asynchronous tools to assist them in creating their ... More

    pp. 44-55

  4. Commentary: Digital Citizenship: A Response to Hicks et al.’s (2014) Guidelines

    Margaret S. Crocco & Sara L. Leo, Michigan State University, United States

    In this essay response, the authors address two goals: First, they comment on the ideas found in the new Guidelines for Using Technology to Prepare Social Studies Teachers, going deeper into issues... More

    pp. 56-67

  5. Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge

    Julien C. Colvin & Ming C. Tomayko, Towson University, United States

    Since Mishra and Koehler’s (2006) description of technological pedagogical content knowledge (also known as TPACK), scholars have analyzed the various paths preservice and in-service teachers can... More

    pp. 68-84