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Contemporary Issues in Technology and Teacher Education

June 2011 Volume 11, Number 2


Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 5

  1. The (Failed) Case of the Winston Society Wikispace: Challenges and Opportunities of Web 2.0 and Teacher Education

    Jory Brass, University of Cincinnati, United States; Storey Mecoli, Boston College, United States

    This article examines the case of the Winston Society, a short-lived wikispace created by a high school English teacher to foster collaborative knowledge-making and social activism among educators.... More

    pp. 149-166

  2. Teachers Preparation Using TPACK When Fidelity of Treatment is Defined

    Beth Bos, Texas State University, United States

    Teacher preparation for the 21st century deserves a front-end approach to addressing the use of technology in the learning environment. To study the effect of instructing with technology, pedagogy,... More

    pp. 167-183

  3. Preservice Social Studies Teachers’ Historical Thinking and Digitized Primary Sources: What They Use and Why

    Cinthia Salinas & M. Elizabeth Bellows, The University of Texas at Austin, United States; H. Leonard Liaw, unknown, United States

    In this qualitative case study the authors explored secondary social studies preservice teachers’ abilities to discern the digitized primary resources available to them for historical thinking... More

    pp. 184-204

  4. Examining Data Driven Decision Making via Formative Assessment: A Confluence of Technology, Data Interpretation Heuristics and Curricular Policy

    Gerry Swan & Joan Mazur, University of Kentucky, United States

    Although the term data-driven decision making (DDDM) is relatively new (Moss, 2007), the underlying concept of DDDM is not. For example, the practices of formative assessment and computer-managed... More

    pp. 205-222

  5. Web 2.0 Tools and the Evolving Pedagogy of Teacher Education

    Lee Adcock & Cheryl Bolick, UNC Chapel Hill, United States

    Teacher educators are constantly revisiting and revising their teacher education programs. Historically, research, educational policy, and accreditation requirements have been the impetus for... More

    pp. 223-236