Contemporary Issues in Technology and Teacher Education
September 2017 Volume 17, Number 3
Editors
Glen L. Bull; Lynn Bell; Chrystalla Mouza
Table of Contents
Number of articles: 8
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Editorial: Beyond Standalone Educational Technology Coursework: K-16 Teacher Preparation Strategies
Chrystalla Mouza, University of Delaware, United States
The current issue of CITE Journal includes four articles, as well as two commentaries in response to “An Interview With Joseph South” published by Bull et al. (2017) submitted by the Teacher... More
pp. 291-294
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Commentary: UCEA CASTLE Response to "An Interview With Joseph South"
Scott McLeod, University of Colorado Denver, United States; Jayson W. Richardson, San Diego State University, United States
The University Council for Educational Administration (UCEA) was founded more than six decades ago to build a knowledge base of research and effective practice for the field of educational... More
pp. 295-300
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Commentary: A Response to an Interview With Joseph South by the Teacher Education and Technology and Media Divisions of the Council for Exceptional Children
Marcia L. Rock, The University of North Carolina at Greensboro, United States; Sean Smith, University of Kansas, United States; Cathy Newman Thomas, Texas State University, United States; Kelley Regan, George Mason University, United States; Eleazar Vasquez III, University of Central Florida, United States; Michael Kennedy, University of Virginia, United States; Lisa Dieker, University of Central Florida, United States; Anya Evmenova, George Mason University, United States; Cindy Okolo, Michigan State University, United States; Margaret Bausch, University of Kentucky, United States
Thriving in the digital age workplace requires, in part, professionals who think differently about how they prepare the next generation workforce. Teachers and teacher educators are no exception.... More
pp. 301-311
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Flipping Preservice Elementary Teachers’ Mathematics Anxieties
Anthony Dove & Emily Dove, Radford University, United States
In preparing future elementary educators in mathematics, helping them overcome their anxieties of mathematics and teaching mathematics is paramount. This study examined how different instructional... More
pp. 312-335
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Examining Preservice Elementary Teachers’ Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum
Deepika Menon, Towson University, United States; Meera Chandrasekhar, Dorina Kosztin & Douglas Steinhoff, University of Missouri-Columbia, United States
While iPads and other mobile devices are gaining popularity in educational settings, challenges associated with teachers’ use of technology continue to hold true. Preparing preservice teachers... More
pp. 336-359
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Three Social Studies Teachers’ Design and Use of Inquiry Modules
Emma Thacker, James Madison University, United States; Adam Friedman, Wake Forest University, United States
The researchers used activity theory to examine how teachers planned and implemented inquiries in social studies classrooms given the recent publication of the College, Career, and Civic Life (C3) ... More
pp. 360-387
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A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab
Doron Zinger, University of California, Irvine, United States; Ashley Naranjo, Smithsonian Center for Learning and Digital Access, United States; Isabel Amador, Nicole Gilbertson & Mark Warschauer, University of California, Irvine, United States
Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) is a central component of teacher education to... More
pp. 388-410
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Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integration in Elementary Education Methods Courses
Sheri Vasinda, Oklahoma State University, United States; Di Ann Ryter, Fort Lewis College, United States; Stephanie Hathcock & Qiuying Wang, Oklahoma State University, United States
Research indicates that preservice teachers’ understandings of how to integrate technology into their classrooms are dependent upon experience in their university methods courses and in their field... More
pp. 411-431
