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Contemporary Issues in Technology and Teacher Education

March 2013 Volume 13, Number 1


Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 5

  1. Blogging for Academic Purposes With English Language Learners: An Online Fieldwork Initiative

    Laura Baecher, Melissa Schieble & Christine Rosalia, Hunter College, City University of New York, United States; Sarah Rorimer, New York City Department of Education, United States

    This research investigated the use of blogs to promote collaboration between teaching English to speakers of other languages (TESOL) teacher candidates and Adolescent English teacher candidates and... More

    pp. 1-21

  2. Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

    Handal Boris, The University of Notre Dame Australia, Australia; Chris Campbell, The University of Queensland, Australia, Australia; Michael Cavanagh & Peter Petocz, Macquarie University, Australia, Australia; Nick Kelly, The University of Sydney, Australia

    The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The ... More

    pp. 22-40

  3. Shared Photonarratives in an Online Master’s Course: Reflection, Context and Community

    Lauren Madden, The College of New Jersey, United States; M. Gail Jones & Margaret Blanchard, North Carolina State University, United States

    Distance education has potential to reach teachers from diverse areas, but the challenges of building community and promoting reflection in these settings can be considerable. In this study,... More

    pp. 41-60

  4. Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment

    Yun-Jo An, University of West Georgia, United States

    Designing problem-based learning (PBL), especially blended PBL, is very different from designing traditional teacher-centered instruction and requires a new set of knowledge, skills, and attitudes.... More

    pp. 61-79

  5. The 4I Model for Scaffolding the Professional Development of Experienced Teachers in the Use of Virtual Learning Environments for Classroom Teaching

    Pamela Cowan, Queen's University Belfast, United Kingdom

    Models of professional development for teachers have been criticized for not being embedded in the context in which teachers are familiar, namely their own classrooms. This paper discusses an... More

    pp. 82-98