Contemporary Issues in Technology and Teacher Education
March 2013 Volume 13, Number 1
Editors
Glen L. Bull; Lynn Bell; Chrystalla Mouza
Table of Contents
Number of articles: 5
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Blogging for Academic Purposes With English Language Learners: An Online Fieldwork Initiative
Laura Baecher, Melissa Schieble & Christine Rosalia, Hunter College, City University of New York, United States; Sarah Rorimer, New York City Department of Education, United States
This research investigated the use of blogs to promote collaboration between teaching English to speakers of other languages (TESOL) teacher candidates and Adolescent English teacher candidates and... More
pp. 1-21
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Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers
Handal Boris, The University of Notre Dame Australia, Australia; Chris Campbell, The University of Queensland, Australia, Australia; Michael Cavanagh & Peter Petocz, Macquarie University, Australia, Australia; Nick Kelly, The University of Sydney, Australia
The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The ... More
pp. 22-40
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Shared Photonarratives in an Online Master’s Course: Reflection, Context and Community
Lauren Madden, The College of New Jersey, United States; M. Gail Jones & Margaret Blanchard, North Carolina State University, United States
Distance education has potential to reach teachers from diverse areas, but the challenges of building community and promoting reflection in these settings can be considerable. In this study,... More
pp. 41-60
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Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment
Yun-Jo An, University of West Georgia, United States
Designing problem-based learning (PBL), especially blended PBL, is very different from designing traditional teacher-centered instruction and requires a new set of knowledge, skills, and attitudes.... More
pp. 61-79
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The 4I Model for Scaffolding the Professional Development of Experienced Teachers in the Use of Virtual Learning Environments for Classroom Teaching
Pamela Cowan, Queen's University Belfast, United Kingdom
Models of professional development for teachers have been criticized for not being embedded in the context in which teachers are familiar, namely their own classrooms. This paper discusses an... More
pp. 82-98