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Contemporary Issues in Technology and Teacher Education

December 2013 Volume 13, Number 4


Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 5

  1. Digital Practices and Literacy Identities: Preservice Teachers Negotiating Contradictory Discourses of Innovation

    Leticia Ortega, Salisbury University, United States

    This paper presents the results of a research study on preservice English teachers’ understandings of the interconnection of literacy and technology in relation to their teaching practices. The... More

    pp. 285-324

  2. Developing Inquiry Practices in Middle Grades Mathematics Teachers: Examining the Introduction of Technology

    Andrew M Tyminski, Leigh Haltiwanger, V. Serbay Zambak, Robert Horton & Traci Hedetniemi, Clemson University, United States

    Over 2 years a small group of middle school mathematics teachers’ beliefs, attitudes, and practices were investigated in order to transform their practice to an inquiry-based, technology-rich model... More

    pp. 325-359

  3. A Year of Reflection: The More Things Change

    Mark Pearcy, Rider University, United States

    The emphasis on technology in preservice teacher education has become more important with the introduction of new standards from the Council for the Accreditation of Educator Preparation (2013).... More

    pp. 360-385

  4. Creative Synthesis and TPACK: Supporting Teachers Through a Technology and Inquiry-Rich Graduate Degree Program

    Meghan McGlinn Manfra & Hiller A. Spires, North Carolina State University, United States

    This study offers a new way to assess TPACK within the context of a graduate program revitalized to focus on new literacies. Whereas previous studies have focused on teacher lesson planning or... More

    pp. 386-418

  5. Technology-Supported Assessment Systems: A Comparison of Accredited and Unaccredited Programs

    Noela Haughton & Virginia Keil, University of Toledo, United States

    The debate surrounding teacher quality often fails to differentiate effectively between teacher-preparation providers. This failure also extends to distinguishing between teachers prepared in... More

    pp. 419-431