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Contemporary Issues in Technology and Teacher Education

March 2020 Volume 20, Number 1

Editors

Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 10

  1. Editorial: Developing Critical Media Literacy Skills in the Digital Age

    Chrystalla Mouza, University of Delaware, United States

    An important set of articles in this issue (CITE-English Education and CITE-Social Studies Education) address the need for students to “learn how to organize and process the vast amount of... More

    pp. 1-3

  2. Fostering Preservice and In-service ELA Teachers’ Use of Digital Practices for Addressing Climate Change

    Richard Beach, University of Minnesota, United States; George Boggs, Florida State University, United States; Jill Castek, University of Arizona, United States; James Damico, Indiana University, United States; Alexandra Panos, University of South Florida, United States; Renee Spellman, University of Arizona, United States; Nance Wilson, Courtland State University, United States

    This report presents research on PSTs and in-service teachers acquiring digital practices for addressing climate change related to knowing how to employ digital practices for studying visual... More

    pp. 4-36

  3. Preparing English Teachers with Critical Media Literacy for the Digital Age

    Jeff Share & Tatevik Mamikonyan, UCLA, United States

    This essay addresses the potential for English teachers to prepare their students for the literacy requirements of our digital age. We review the literature about media education and teacher... More

    pp. 37-54

  4. Why and How Secondary Mathematics Teachers Implement Virtual Manipulatives

    Lindsay Reiten, University of Northern Colorado, United States

    Although teachers are expected to teach with technology, they often are not prepared or supported to do so (Albion, Tondeur, Forkosh-Baruch, & Peeraer, 2015), a critical issue in mathematics... More

    pp. 55-84

  5. Preservice Science Teachers’ Beliefs About Computational Thinking Following a Curricular Module Within an Elementary Science Methods Course

    J. Randy McGinnis, Emily Hestness, Kelly Mills, Diane Ketelhut, Lautaro Cabrera & Hannoori Jeong, University of Maryland, United States

    The authors describe their study of a curricular module on computational thinking (CT) implemented within an elementary science methods course and reported insights on preservice science teachers’ ... More

    pp. 85-107

  6. Editorial: Technology Won’t Save Us – A Call for Technoskepticism in Social Studies

    Daniel G. Krutka, University of North Texas, United States; Marie K. Heath, Loyola University Maryland, United States; Lance E. Mason, Indiana University Kokomo, United States

    In schools and society, technology has often been viewed as a vehicle for social progress. However, the authors argue that technologies are not neutral and neither are the societies to which they... More

    pp. 108-120

  7. Integrating Media Literacy in Social Studies Teacher Education

    Meghan Manfra & Casey Holmes, NC State University, United States

    Social studies teacher educators must confront the new realities of democratic citizenship education in an era dominated by misinformation and fake news. Using the Teacher Education Technology... More

    pp. 121-141

  8. Should We Ask Students to Tweet? Perceptions, Patterns, and Problems of Assigned Social Media Participation

    Daniel G. Krutka, University of North Texas, United States; Nicole Damico, University of Central Florida, United States

    Teacher educators have increasingly integrated social media into their education courses with aims including improving instruction and preparing students for a connected world. In this study, the ... More

    pp. 142-175

  9. The PICRAT Model for Technology Integration in Teacher Preparation

    Royce Kimmons, Charles R. Graham & Richard E. West, Brigham Young University, United States

    Technology integration models are theoretical constructs that guide researchers, educators, and other stakeholders in conceptualizing the messy, complex, and unstructured phenomenon of technology... More

    pp. 176-198

  10. Microcredentialing of English Learner Teaching Skills: An Exploratory Study of Digital Badges as an Assessment Tool

    Kerry Purmensky, Ying Xiong, Joyce Nutta, Florin Mihai & Leslie Mendez, University of Central Florida, United States

    Digital badges are a promising innovative tool to support teacher candidates’ instructional skill development. Although digital badges are increasingly utilized in online teaching and learning,... More

    pp. 199-226