Contemporary Issues in Technology & Teacher Education has a whole new look, and article URLs have changed. We have found 3 articles that may match the URL you entered or followed:

Heightening Reflection through Dialogue: A Commentary on Germann, Young-soo, & Patton

by LARRY D. YORE, University of Victoria

  The following commentary is not meant to be judgmental. Rather, this commentary attempts to encourage, to be provocative, to supplement, and complement the article’s contextual framework, and to promote the interactive potential of this new electronic journal by soliciting additional reactions and rebuttals. A somewhat different contextual framework is provided to allow alternative views […]

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Journaling and Concept Mapping through Electronic Media in Science Teaching Methods Classes: A Commentary on Germann, Young-soo, and Patton

by PRADEEP M. DASS, Appalachian State University

Within the last decade monumental advances have occurred in information and communication technology. The result is a tremendous increase in the ease and speed with which we can communicate, gather and process information, and make our findings available to whoever is interested. This revolution in technology 1 has impacted the way teaching and learning are […]

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Heightening Reflection Through Dialogue: A Case for Electronic Journaling and Electronic Concept Mapping in Science Classes

by PAUL GERMANN, University of Missouri; KIM YOUNG-SOO, University of Missouri; & MARTHA D. PATTON, University of Missouri

The literature on concept mapping and on journaling in the science classroom is well established (Ambron, 1991; Anderson & Huang, 1989; Barenholtz & Tamir, 1992; Emig, 1977; Fulwiler, 1980; Jegede, Alaiyemola, & Okebukola., 1990; Langer & Applebee, 1987; Nakhleh & Krajcik, 1991; Novak, Gowin, & Johansen, 1983; Novak & Gowin, 1984; Richardson, 1990; Wallace & […]

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