Contemporary Issues in Technology and Teacher Education
December 2013 Volume 13, Number 4
Editors
Glen L. Bull; Lynn Bell; Chrystalla Mouza
Table of Contents
Number of articles: 5
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Digital Practices and Literacy Identities: Preservice Teachers Negotiating Contradictory Discourses of Innovation
Leticia Ortega, Salisbury University, United States
This paper presents the results of a research study on preservice English teachers’ understandings of the interconnection of literacy and technology in relation to their teaching practices. The... More
pp. 285-324
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Developing Inquiry Practices in Middle Grades Mathematics Teachers: Examining the Introduction of Technology
Andrew M Tyminski, Leigh Haltiwanger, V. Serbay Zambak, Robert Horton & Traci Hedetniemi, Clemson University, United States
Over 2 years a small group of middle school mathematics teachers’ beliefs, attitudes, and practices were investigated in order to transform their practice to an inquiry-based, technology-rich model... More
pp. 325-359
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A Year of Reflection: The More Things Change
Mark Pearcy, Rider University, United States
The emphasis on technology in preservice teacher education has become more important with the introduction of new standards from the Council for the Accreditation of Educator Preparation (2013).... More
pp. 360-385
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Creative Synthesis and TPACK: Supporting Teachers Through a Technology and Inquiry-Rich Graduate Degree Program
Meghan McGlinn Manfra & Hiller A. Spires, North Carolina State University, United States
This study offers a new way to assess TPACK within the context of a graduate program revitalized to focus on new literacies. Whereas previous studies have focused on teacher lesson planning or... More
pp. 386-418
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Technology-Supported Assessment Systems: A Comparison of Accredited and Unaccredited Programs
Noela Haughton & Virginia Keil, University of Toledo, United States
The debate surrounding teacher quality often fails to differentiate effectively between teacher-preparation providers. This failure also extends to distinguishing between teachers prepared in... More
pp. 419-431