General
Articles that specifically address use of technology in science education, mathematics education, English education, and social studies education are reviewed by the respective teacher educator associations for these areas ASTE, AMTE, CEE, and CUFA and published in the corresponding sections of the CITE Journal.
More general theoretical and research articles that do not address these specific areas are published in the “General Section” of the CITE Journal, under the sponsorship of the Society for Information Technology and Teacher Education. We encourage submission of research reports and theoretical articles on the use of innovative technologies in teacher education on a broad interdisciplinary basis or in content areas outside of the core content areas listed. CITE-General reviews only submissions that focus on teacher education.
We encourage authors to take advantage of the online medium to demonstrate the technologies they are writing about. These might consists of photographs of classes or activities or links to web sites. In addition, audio and video streaming media can also be incorporated in articles for illustrative purposes.
We hope to provide an opportunity for ongoing dialog as well. Therefore, if you read an article in this section which is of interest, we invite you to respond with a short (one or two page) scholarly commentary that builds upon and expands the foundation established through prior articles and commentaries. Commentaries are peer-reviewed, and will be published in a linked commentary strand associated with the article upon acceptance.
Most Recent
Preservice Teachers Identifying High Leverage Practices Within Virtual Field Experiences
An exploratory, within-subject study examined the extent to which 34 preservice teachers noticed the implementation of high-leverage practices (HLPs) in special education classrooms within three virtual field experiences (VFEs). The purpose of this study was to examine the extent to which preservice teachers could accurately identify HLPs across a variety of classroom settings that embedded different instructional models (i.e., explicit teaching versus inquiry-based models). Overall findings indicated that preservice teachers consistently observed strategies to promote active engagement with high accuracy and observed the implementation of cognitive strategies and scaffolded instruction with low accuracy. Furthermore, preservice teachers identified HLPs with this highest accuracy within classrooms using explicit instructional settings. Implications for teacher educators on how to scaffold VFEs to promote accurate identification of HLPs across settings are provided.
Editorial: Design Pillars for Technology-Infused Teacher Preparation Programs
This introductory editorial is a brief explanation of the history that led to the special issue of Contemporary Issues in Technology and Teacher Education – General Section. It discusses the difference between technology infusion and technology integration. It then expands on Foulger’s (2000) four pillars to a technology-infused teacher preparation program, and the special issue includes four articles that individually examine each pillar. These pillars include the following: (a) technology integrated curriculum, (b) modeled experiences, (c) practice with reflection, and (d) technology self-efficacy. Written by 19 authors who are considered experts in the field of educational technology, this special issue offers practical guidance and recommendations to assist teacher educators with program development that supports technology infusion and prepares preservice teachers and in-service teachers to use technology effectively.
Curriculum Design for Technology Infusion: A Continuous Collaborative Process
In this article, the authors discuss technology integration curriculum in teacher preparation programs, focusing on key elements of both the curriculum and curriculum development process. Specifically, they highlight the need to develop a coherent teacher preparation program founded on shared values and practices and responsive to change. When considering technology in the teacher preparation curriculum, this means integrating technology content and practices throughout the program. Research is discussed on the efficacy of touchpoints, or opportunities for integrating technology in the teacher preparation curriculum, including technology-focused and subject-specific courses and opportunities for practicing teaching with technology in field experiences. Finally, key elements of a technology infusion approach are highlighted and program design incorporating a continuous, collaborative process is suggested to support ongoing improvements to effective technology infusion.