Login or register for free to remove ads.
You are here:

Contemporary Issues in Technology and Teacher Education

December 2016 Volume 16, Number 4

Editors

Glen L. Bull; Lynn Bell

Search this issue

Table of Contents

Number of articles: 6

  1. Assessing Elementary Prospective Teachers’ Mathematical Explanations After Engagement in Online Mentoring Modules

    Jennifer Wall, Northwest Missouri State University, United States; Sarah Selmer, West Virginia University, United States; Amy Bingham Brown, Utah State University, United States

    Prospective elementary teachers at three universities engaged in online modules called the Virtual Field Experience, created by the Math Forum. The prospective teachers learned about problem... More

    pp. 373-414

  2. Learning/teaching technology in English Teacher Education: Findings from a national study.

    Donna Pasternak, University of Wisconsin-Milwaukee, United States; Heidi Hallman, University of Kansas, United States; Samantha Caughlan, Independent Scholar, United States; Laura Renzi, West Chester University of Pennsylvania, United States; Leslie Rush, University of Wyoming, United States; Hannah Meineke, University of Wisconsin-Milwaukee, United States

    This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. One aspect of the... More

    pp. 373-387

  3. Using Educational Computer Games in the Classroom: Science Teachers’ Experiences, Attitudes, Perceptions, Concerns, and Support Needs

    Yun-Jo An, Linda Haynes, Adriana D’Alba & Frances Chumney, University of West Georgia, United States

    Science teachers’ experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games were investigated in this study. Data were collected from an... More

    pp. 415-433

  4. Teacher Self-efficacy During the Implementation of a Problem-based Science Curriculum

    Charles Hodges, Georgia Southern University, United States; Jessica Gale, Georgia Institute of Technology Center for Education Integrating Science, Mathematics, and Computing (CEISMC), United States; Alicia Meng, Georgia Southern University, United States

    This study was conducted to investigate eighth-grade science teachers’ self-efficacy during the implementation of a new, problem-based science curriculum. The curriculum included applications of... More

    pp. 434-451

  5. Rethinking Clinical Experiences for Social Studies Teacher Education

    Tina Heafner, University of North Carolina at Charlotte, United States; Michelle Plaisance, Greensboro College, United States

    Windows into Teaching and Learning (WiTL), developed to provide relevant and meaningful technology-mediated clinical experiences in an online social studies methods course, engaged participants in ... More

    pp. 452-494

  6. A Dual Placement Approach to Online Student Teaching

    Kevin J. Graziano & Lori Feher, School of Education, Nevada State College, United States

    Many school districts across the United States now offer online K-12 education, and the proportion of all students in higher education taking at least one online course is at an all-time high of 32... More

    pp. 495-513