You are here:

Contemporary Issues in Technology and Teacher Education

2004 Volume 4, Number 3


Glen L. Bull; Lynn Bell; Chrystalla Mouza

Search this issue

Table of Contents

Number of articles: 10

  1. The National Technology Leadership Coalition

    Glen L. Bull, University of Virginia, United States

    The National Technology Leadership Coalition (NTLC) was established by the teacher education associations representing science, mathematics, English, and social studies in concert with the Society... More

    pp. 254-256

  2. Constructing Critical Literacy Practices Through Technology Tools and Inquiry

    Jamie Myers, Pennsylvania State University, United States; Richard Beach, University of Minnesota, United States

    This article describes how students have made use of technology tools in several critical literacy activities that help to achieve the paramount goals of language and literacy education to enable... More

    pp. 257-268

  3. Learning From the Process: The Making of a Multimedia Case Study

    Joanna Masingila, Syracuse University, United States; Moses Ochanji, California State University at San Marcos, United States; Christina Pfister, Syracuse University, United States

    The limits inherent in field experiences are significant challenges to teacher educators in preservice teachers' preparation. One key challenge is having preservice teachers understand the... More

    pp. 269-283

  4. Video Analysis Software and the Investigation of the Conservation of Mechanical Energy

    Joel Bryan, Texas A&M University, United States

    National science and mathematics standards stress the importance of integrating technology use into those fields of study at all levels of education. In order to fulfill these directives, it is... More

    pp. 284-298

  5. Uses of Technology by Science Education Professors: Comparisons With Teachers’ Uses and the Current Versus Desired Technology Knowledge Gap

    John Settlage, University of Connecticut, United States; A. Louis Odom, University of Missouri-Kansas City, United States; Jon E. Pedersen, The University of Oklahoma, United States

    A survey of the AETS membership was conducted to examine potential gaps in their current versus desired knowledge about technology uses relative to science teacher education. More

    pp. 299-312

  6. Technology Integration at the University Level: An Analysis of an Elementary Social Studies Methods Course

    Tracy Rock & Jeff Passe, University of North Carolina at Charlotte, United States

    Advocates of integrating technology education in teacher education face a significant obstacle that may not be experienced by other curriculum reformers – they probably do not know much about... More

    pp. 313-322

  7. Why PT3? An Analysis of the Impact of Educational Technology

    Daniel Kmitta & John Davis, University of Idaho, United States

    This paper examines three questions regarding the use of computer technologies and education. The first question addresses the effects of computer technologies on student achievement, the second... More

    pp. 323-344

  8. Technology Learning Principles for Preservice and In-service Teacher Education

    Joan Hughes, University of Minnesota, United States

    This essay presents a vision for technology integration in teacher education that develops teachers into "technology integrationists," or teachers who thoughtfully choose to integrate technology... More

    pp. 345-362

  9. Online Mentoring with the Math Forum: A Capstone Experience for Preservice K-8 Teachers in a Mathematics Content Problem- Solving Class

    Mary De Young, Hope College, United States; Maria G. Fung, Western Oregon University, United States

    This article describes how the Problem of the Week Environment at the Math Forum online mathematics resource allows K-8 preservice teachers who are enrolled in mathematics content problem solving... More

    pp. 363-375

  10. Preparing Tomorrow's Teachers to Teach with Technology: Getting Past Go in Science and Mathematics

    Julie Thomas & Sandi Cooper, Texas Tech University, United States

    We are teacher educators (in elementary science and mathematics) who are enthusiastic about technology as a teaching tool - though it is as new to us as it is to our university colleagues. We... More

    pp. 376-383