Contemporary Issues in Technology and Teacher Education
December 2009 Volume 9, Number 4
Editors
Glen L. Bull; Lynn Bell; Chrystalla Mouza
Table of Contents
Number of articles: 6
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“Because I Know How to Use It”: Preservice English Teacher Technology Use in Reflective Practice
Melanie Shoffner, Purdue University, United States
This article examines the role of technology in preservice teacher reflection. Situated in informal reflection (Shoffner, 2008), preservice English teachers’ choice of a specific technology medium ... More
pp. 371-391
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A Qualitative Approach to Assessing Technological Pedagogical Content Knowledge
Randall Groth, Donald Spickler, Jennifer Bergner & Michael Bardzell, Salisbury University, United States
Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture... More
pp. 392-411
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Toward a Virtual Field Trip Model for the Social Studies
Jeremy Stoddard, College of William & Mary, United States
In the current state of social studies education, field trips are being cut from many schools’ curriculum. While not a true substitution, today’s technologies provide some opportunities through... More
pp. 412-438
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Commentary: Responses from Colonial Williamsburg Staff to Stoddard (2009)
Lisa Heuvel & Frances Burroughs, Colonial Williamsburg, United States
Jeremey Stoddard’s article in this issue, “Toward a Virtual Field Trip Model for the Social Studies,” describes his analysis of the Colonial Williamsburg Electronic Field Trip and a conceptual... More
pp. 439-442
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Prospective Elementary Teachers Gone Wild? An Analysis of Facebook Self-Portrayals and Expected Dispositions of Preservice Elementary Teachers
Joanne Olson, Michael Clough & Kimberly Penning, Iowa State University, United States
This study was conducted in response to several recent incidents in which teachers and student teachers were reprimanded for content they placed on the Internet. This study examined the Facebook... More
pp. 443-475
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National Educational Technology Standards and Technology Beliefs and Practices of Social Studies Faculty: Results From a Seven-Year Longitudinal Study
Adam Friedman, Wake Forest University, United States; Cheryl Bolick, University of North Carolina at Chapel Hill, United States; Michael Berson, University of South Florida, United States; Erik Porfeli, Northeastern Ohio Universities College of Medicine and Pharmacy, United States
This paper presents the findings from the third survey administration of a longitudinal study that explores the beliefs, practices, and efficacy of social studies faculty members from across the... More
pp. 476-487