Journal of Technology and Teacher Education
2002 Volume 10, Number 4
Editors
Richard Hartshorne
Table of Contents
Number of articles: 6
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Teaching Action Research via Distance
Betty Aune, The University of St. Scholastica, United States
The author examined important factors and student outcomes in action research courses taught via distance in a Master of Education in Curriculum and Instruction program. Over the three years of the... More
pp. 461-479
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No One Way: Working Models for Teachers’ Professional Development
Jennifer Jenson, York University, Canada; Brian Lewis & Richard Smith, Simon Fraser University, Canada
This study investigates the role of professional development in the implementation of computer technologies in schools across Canada and elsewhere. Three examples of professional development in... More
pp. 481-496
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Student-Centered, Technology-Rich Learning Environments (SCenTRLE): Operationalizing Constructivist Approaches to Teaching and Learning
Atsusi Hirumi, University of Huston-Clear Lake, United States
This article presents a model for designing student-centered, technology-rich learning environments (SCenTRLE). The model helps educators operationalize constructivist and student- centered... More
pp. 497-537
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Computer Coordinators as Change Agents: Some New Zealand Observations
Kwok-Wing Lai, Ann Trewern & Keryn Pratt, University of Otago, New Zealand
Strong and effective leadership at the school level is needed if information and communication technology (ICT) is to be successfully planned and integrated into the school curriculum. A study... More
pp. 539-551
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Mentoring: A Strategy for Change in Teacher Technology Education
John R. Ward, Lillie S. West & Troy J. Isaak, Millersville University, United States
A preservice mentoring program involving second year mentors and first year protégés focused on concerns regarding the use of the Internet for teaching and learning. The mentoring program was... More
pp. 553-569
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Learning to Notice: Scaffolding New Teachers’ Interpretations of Classroom Interactions
Elizabeth A. van Es & Miriam Gamoran Sherin, Northwestern University, United States
Mathematics and science education reforms encourage teachers to base their instruction in part on the lesson as it unfolds in the classroom, paying particular attention to the ideas that students... More
pp. 571-596