Issue 2 Volume 1 [20]
Editorials
Foundational Assumptions for Information Technology and Teacher Education
Rethinking the nature of academic discourse
A User’s Guide to the CITE Journal
Setting the Priorities: Electronic Scholarly Publishing for Instructional Technology and Teacher Education
English/Language Arts Education
Amazon, eBooks, and Teaching Texts: Getting to the “Knowing How” of Reading Literature
Responding to the New Issues in Literacy Instruction
The Pull of Participation: Multilogues in Online Literature Discussions
A classroom teacher responds to Carico and Logan: A commentary
The Power of Technology to Inspire Students and Teachers in English Language Arts Classrooms
Leaping Fire: Texts and Technology
Preparing Tomorrow’s English Language Arts Teachers Today: Principles and Practices for InfusingTechnology
Infusing Technology-Based Instructional Frameworks in the Methods Courses : A Response to Pope and Golub
A 20th Century English Teacher Educator Enters the 21st Century: A Response to Pope and Golub
Mathematics Education
Learning Mathematics and Developing Pedagogy with Technology: A Reply to Browning and Klespis
A Reaction to Garofalo, Drier, Harper, Timmerman, and Shockey
Promoting Appropriate Uses of Technology inMathematics Teacher Preparation
Science Education
Internet Tools for Facilitating Inquiry
Implicit Instruction in Technology Integration and the Nature of Science: There’s No Such Thing as a Free Lunch
Heightening Reflection through Dialogue: A Commentary on Germann, Young-soo, & Patton
Journaling and Concept Mapping through Electronic Media in Science Teaching Methods Classes: A Commentary on Germann, Young-soo, and Patton
Heightening Reflection Through Dialogue: A Case for Electronic Journaling and Electronic Concept Mapping in Science Classes
Technocracizing Science Teaching andLearning: A Response to Flick and Bell
Changing Faculty TeachingTechniques: A Response to Flick & Bell
Preparing Tomorrow’s Science Teachers to Use Technology: Guidelines for Science Educators
Social Studies Education
Making a Place for Technology in Teacher Education with Geographic Information Systems (GIS)
Full Article PDF Show Abstract
What is GIS and why incorporate it into teacher education? This article introduces Geographic Information Systems (GIS) technology as a viable interdisciplinary technology application with implications for teacher education. Two models illustrating the incorporation of GIS into teacher education are described; one from a large, public university, the other from a small, private, four-year college. Each model represents first steps toward GIS integration in teacher education. The two settings are not unique, but because neither institution houses a Geography department, the integration of GIS has fallen under the purview of the teacher education program. As GIS is incorporated into schools and into teacher education, these models may offer options for similarly configured institutions lacking departments of geography.
The Need to Leverage Theory in the Development of Guidelines for Using Technology in Social Studies Teacher Preparation: A Reply to Crocco and Mason et al.
Goals and Attitudes Related to Technology Use in a Social Studies Method Course
Leveraging Constructivist Learning in the Social Studies Classroom: A Response to Mason, Berson, Diem, Hicks, Lee, and Dralle
Using a Historic Site to Develop Virtual Reality-Enhanced Web-Based Instructional Material: Learning to Use Technology as a Partner in the Classroom
Maximizing Technology’s Potential for Facilitating Educational Change: A Response to Sherman and Hicks
Guidelines for Using Technology to Prepare Social Studies Teachers
General
Preparing Tomorrow’s Teachers to Use Technology: Perspectives of the Leaders of Twelve National Education Associations
A Model for Collaborative Relationships Between Instructional Technology and Teacher Education Programs
A Web-Based Resource Providing Reflective Online Support for Preservice Mathematics Teachers on School Practice
If We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today?
SOME COMMENTS ON “IF WE DIDN’T HAVE THE SCHOOLS WE HAVE TODAY, WOULD WE CREATE THE SCHOOLS WE HAVE TODAY?”
Technology, Learning, and Schools: Commentson Articles by Tom Carroll & Gerald Bracey
The Paradigm Behind the Curtain: Comments on Papers by Tom Carroll, Gerald Bracey, and John Bransford, Xiaodong Lin, and Dan Schwartz
Current Practice
Repackaging for the 21 st Century: Teaching Copyright and Computer Ethics in Teacher Education Courses
Internet Plagiarism: A Teacher’s Combat Guide
Technology and the Changing Face of Teacher Preparation
“Flying” with Educational Technology
How Good Practice in Virginia Can Influence Change in England: Trans-Atlantic Lesson Drawing in the Use of Technology in Teaching
Preservice Technology Integration throughCollaborative Action Communities
Distance Learning and the Visually Impaired: A Success Story
Full Article PDF Show Abstract
This article describes a U.S. Department of Education grant funded project to develop and deliver a distance master’s degree program in blindness and visual impairment to students in the 14 states of the Western Governor’s Region. A small proportion of the students in the program are, themselves, blind or visually impaired. The article shares challenges, insights, and practitioner perspectives from the technological, design, and subject matter experts.