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Contemporary Issues in Technology and Teacher Education

June 2019 Volume 19, Number 2

Editors

Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 9

  1. Editorial: Conceptual Dilution

    Glen Bull, University of Virginia, United States; Charles Hodge, Georgia Southern University, United States; Chrystalla Mouza, University of Delaware, United States; Kinshuk ,, University of North Texas, United States; Michael Grant, University of South Carolina, United States; Leanna Archambault, Arizona State University, United States; Jered Borup, George Mason University, United States; Richard E. Ferdig, Kent State University, United States; Denise A. Schmidt-Crawford, Iowa State University, United States

    Any concept that is widely adopted by scholars and practitioners inevitably is used in ways that the originators did not intend. Expansion of a concept in this way can be described as conceptual... More

    pp. 117-128

  2. This is My Story: Preservice English Teachers Create Welcome Videos to Navigate the Places and Spaces of Their Literacy Lives

    Rick Marlatt, New Mexico State University, United States

    Abstract This article describes a recent qualitative collective case study of English Language Arts methods students at a large university in the Southwest United States who created literacy... More

    pp. 129-155

  3. An Introduction to the CITE-ITEL Database: Access, Dialogue and Possibility

    Michelle Fowler-Amato, Old Dominion University, United States; Michiko Hikida, Ohio State University, United States; Erin Greeter, Keene State College, United States; Laura Taylor, Rhodes College, United States

    The body of peer-reviewed research investigating literacy preservice teacher education is vast and broadcast widely in a variety of journals. What if there was a single, searchable, interactive... More

    pp. 156-170

  4. Online Mathematics Teacher Education in the US: A Status Report

    Dinglei Huang, University of Mount Union, United States; Azita Manouchehri, The Ohio State University, United States

    The advancement of online technologies in recent years has increased the number of teacher learning opportunities offered in virtual environments. The development of the online medium for... More

    pp. 171-194

  5. Reflections of Rube Goldberg Machines on the Prospective Science Teachers' STEM Awareness

    Isa Deveci, Kahramanmaras Sutcu Imam University, Turkey

    The purpose of this study is to examine reflections of the design process of the Rube Goldberg machines on prospective science teachers' STEM awareness. A mixed design approach was opted for in... More

    pp. 195-217

  6. "So I Feel Like We Were Just Theoretical, Whereas They Actually Do It": Navigating Twitter Chats for Teacher Education

    Ricky Mullins, Eastern Kentucky University, United States; David Hicks, Virginia Tech, United States

    In this qualitative study, the authors analyzed the participation of preservice teachers in a discipline specific Twitter chat known as #sschat. Findings indicated that preservice teachers found... More

    pp. 218-239

  7. Promoting Change with Technology in Teacher Education: Methodological Decisions for Using a Highly-Collaborative, Multimethod Research Approach

    Denise Crawford, Iowa State University, United States; Teresa Foulger, Arizona State University, United States; Kevin Graziana, Nevada State College, United States; David Slykhuis, University of Northern Colorado, United States

    This article highlights the highly collaborative, multimethod research approach used to develop the Teacher Educator Technology Competencies (TETCs): a specific list of knowledge, skills, and... More

    pp. 240-255

  8. Migrant Teachers’ Self-Estimated Digital Competence: A Study Within Swedish Teacher Education

    Annika Käck, Sirkku Männikkö Barbutiu & Uno Fors, Stockholm University, Sweden

    An increasing number of migrant teachers with a foreign teaching degree enter Swedish teacher education to complement their studies to become eligible to teach in Swedish schools. Digital... More

    pp. 256-278

  9. Shoulder-to-Shoulder: Teacher Professional Development and Curriculum Design and Development for Geospatial Technology Integration With Science and Social Studies Teachers

    Thomas Hammond & Alec Bodzin, Lehigh University, United States; Kate Popejoy, Popejoy STEM LLC, United States; David Anastasio, Breena Holland & Dork Sahagian, Lehigh University, United States

    For decades, educators have hoped to integrate geospatial tools into K-12 classrooms but struggled with barriers of time, technology, and curriculum alignment. The authors formed a design... More

    pp. 279-301