ethanporcaro/eric-fulltext-meta huggingface dataset:
Situating Teacher Education: From the University Classroom to the &quot;Real&quot; Classroom
Author: Hernandez-Ramos, Pedro
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Technology,Constructivism (Learning),College School Cooperation,Workshops,Instructional Innovation,Team Teaching,Student Attitudes,Course Evaluation,Technology Integration,Computer Uses in Education,Preservice Teacher Education,Educational Environment,Teaching Methods,Curriculum Implementation,Instructional Effectiveness,Case Studies,Computer Software,Video Technology,Education Courses

This article presents a descriptive case study on the first experience moving a required teacher preparation instructional technology course from the university classroom into an elementary school setting. The key motivation was to help future teachers become more adept at integrating technology into their practice by learning about commonly used applications and best practices in an authentic setting, framed within a constructivist approach. In addition to lab time focused on the acquisition of computer skills, the course design included classrooms visits and observations, conversations with teachers and the principal, and development of a lesson or unit plan. The format was an intense one-week workshop, meeting for six hours each day and co-taught by two university faculty and a school-based coordinator, instead of a quarter-long course meeting once or twice a week for two hours or less with a single instructor. Students reacted very favorably to the course format and location. Detailed analysis of the curriculum and future plans are described.
A Virtual Hall of Mirrors? Confronting the Digital Divide in Urban Social Studies Teacher Education
Author: Crocco, Margaret Smith
Date: 2004-00-00
Type: Journal Articles
Subjects: Schools of Education,Urban Universities,Educational Technology,Teacher Educators,Social Studies,Teaching Methods,Technology Integration,Computer Uses in Education,Preservice Teacher Education,Teacher Education Curriculum,Preservice Teachers,Beginning Teachers,Educational Environment,Federal Programs,Program Descriptions,Access to Computers,Disadvantaged

Reporting on a PT[superscript 3] grant-funded technology initiative involving social studies preservice students at Teachers College, Columbia University, this article seeks to illumine the many-faceted &quot;digital divide.&quot; Data collected between 2000 and 2003 from preservice students and first-year alumni teaching in metropolitan New York City schools suggest how the digital divide is mirrored, even in a relatively resource-rich urban university. Learning to understand this complex reality led Program faculty to modify their initial plan for technology infusion; the result is a flexible, student-centered approach, which can be adapted by other urban teacher educators. Reflecting on this experience, the authors call for models, not just of &quot;best&quot; but also of &quot;good enough&quot; (i.e. replicable) practice in settings with significant resource constraints.
Technological Thinking and Practice in the Social Studies: Transcending the Tumultuous Adolescence of Reform
Author: Berson, Michael J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Social Studies,Educational Trends,Educational Innovation,Educational Change,Internet,Computer Software,Computer Mediated Communication,Multimedia Instruction,Electronic Learning,Artificial Intelligence,Computer Uses in Education,Teacher Education Programs,Teaching Methods,Instructional Effectiveness

The authors reflect on the evolving role of technology in the field of social studies and compare the tumultuous adolescence of technology integration with future trends in teaching and learning. The discourse contrasts the past developments with ongoing innovation and efforts to promote the diffusion of emerging applications in the social studies. Suggestions to transcend the pubescent state of technological thinking in the social studies and nurture its dynamic potential are explored.
Using Digital History for Positive Change in Social Studies Education
Author: Lee, John
Date: 2004-00-00
Type: Journal Articles
Subjects: Social Studies,History Instruction,Inquiry,Primary Sources,Educational Resources,United States History,American Indians,Research Methodology,Guidelines,Educational Technology,Technology Integration,Computer Uses in Education,Internet,Electronic Learning,Preservice Teacher Education,Inservice Teacher Education,Teacher Education Curriculum,Teaching Methods,Program Descriptions

This paper reports on the Digital Historical Inquiry Project, an initiative for developing activities and programs that enable preservice and inservice social studies teachers to learn the methods of digital historical inquiry and implement those methods in their teaching experiences. At one of the project sites, San Diego State University social studies teacher education students are creating pedagogical historical resources called Web Inquiry Projects for using digital primary historical source materials. At another site, Georgia State University preservice and inservice teachers are developing original local digital historical resources for teachers and students to use in their classrooms. Both of these projects are presented as examples of how technology can be leveraged to enhance social studies instruction. (Contains 1 figure and 1 footnote.)
Teaching by Example: Integrating Technology into Social Studies Education Courses
Author: Crowe, Alicia R.
Date: 2004-00-00
Type: Journal Articles
Subjects: Education Courses,Microteaching,Social Studies,Student Projects,Models,Secondary Education,Teaching Methods,Educational Technology,Technology Integration,Computer Uses in Education,Internet,Electronic Learning,Preservice Teacher Education,Teacher Educators,Federal Programs,Program Descriptions,Grants,Student Attitudes,Web Sites,Instructional Effectiveness

This article primarily focuses on how one social studies teacher education faculty member incorporated technology into a series of social studies education courses. The integration involved both a technology-related project for students to complete and the modeling of technology use to facilitate learning. The article describes the project and the three forms of modeling that occurred. It then reports on the impact of this integration. Most students reported that the instructor's modeling of methods and resources encouraged them to use technology in their teaching. Evidence in students' microteaching, discussions, coursework, and classroom teaching support their statements. (Contains 1 figure and 2 footnotes.)
New Maps for Technology in Teacher Education: After Standards, Then What?
Author: Cohen, Marvin
Date: 2004-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Standards,Inquiry,Student Projects,Educational Principles,Primary Sources,Computer Uses in Education,Instructional Design,Internet,Computer Software,Computer Mediated Communication,Electronic Learning,Teacher Education Programs,Teacher Education Curriculum,Teacher Educators,Educational Environment,Teaching Methods,Curriculum Implementation,Social Studies,Elementary Education,Computer Literacy

The ISTE (International Society for Technology in Education) Standards have put technology integration &quot;on the map&quot; for teacher educators, creating a useful reference point for guiding new teachers toward appropriate technology uses. The authors reflect on their work at a progressive teacher education college, assessing the strengths and limitations of a standards-driven approach to integrating technology. They describe a framework that organizes faculty and student technology learning around four themes: communication and dialog, inquiry using primary data, student constructive projects, and digital literacy. This &quot;map&quot; is not proposed as a specific model to be adopted by other teacher educators, but rather as a stimulus for other faculty to build their own maps, reflecting their institutions' core goals, values, and circumstances. (Contains 1 figure.)
Meeting the ISTE Challenge in the Field: An Overview of the First Six Distinguished Achievement Award Winning Programs
Author: Bucci, Terri Teal
Date: 2004-00-00
Type: Journal Articles
Subjects: Awards,Educational Technology,Teacher Educators,Standards,Schools of Education,Barriers,Instructional Development,Program Development,Program Implementation,Models,Educational Practices,Case Studies,Field Experience Programs,Program Effectiveness,Technology Integration,Computer Uses in Education,Instructional Design,Internet,Electronic Learning,Preservice Teacher Education,Teacher Education Programs,Teacher Education Curriculum,Educational Environment,Teaching Methods,Curriculum Implementation,Instructional Effectiveness,Program Descriptions

The 2002 National Educational Technology Standards (NETS) Distinguished Achievement Awards, sponsored by the International Society for Technology in Education (ISTE), were awarded to six teacher education programs across the United States. The awards recognize institutions that exemplify successful integration of the National Educational Technology Standards for Teachers (NETS[solid dot]T) into teacher education programs. Institutions across the country completed an extensive application process to be selected one of the first six recipients of the ISTE Distinguished Achievement award. This process included online documentation that demonstrated the program's implementation of the NETS[solid dot]T models and practices. This article provides a means of uniting various programs and program developers (teacher educators and instructional technologists) by looking at the most common obstacles they face in the pursuit of appropriate infusion of technology into teacher education programs and workable solutions for overcoming those obstacles.
Building Learning Communities to Increase Faculty and Preservice Teacher Use of Technology
Author: Borthwick, Arlene C.
Date: 2004-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technology Uses in Education,Communities of Practice,Educational Strategies,College Faculty,Social Networks,Group Dynamics,Barriers,Performance Factors,Change Strategies,Improvement Programs,Instructional Improvement,Technology Education,Technological Literacy

Effective learning communities connect members so that they can share knowledge and experience. This article examines the process and outcomes of building learning communities to increase faculty and preservice teacher use of technology through PT[superscript 3] funding at three institutions: National-Louis University, the University of Houston, and the University of Vermont. Strategies implemented as well as achievements and challenges for each project are outlined. Recommendations include reinforcing common goals and mutual benefits, connecting distant community members through online communication, dynamic configurations for networking, and incentives for faculty participation. Successful learning communities require nurturing to reduce isolation through improved communication and active participation. (Contains 2 tables and 2 figures.)
Technology Leadership Cadre: A Mutually Beneficial Relationship
Author: Lundeberg, Mary
Date: 2004-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Portfolios (Background Materials),Preservice Teachers,Teacher Education Curriculum,Mentors,Portfolio Assessment,Interviews,Educational Technology,Teacher Leadership,Leaders,Inservice Education,Teaching (Occupation),Faculty,Discussion Groups,Workshops,Computer Software,Focus Groups,Surveys,Reflection,Technology Integration

The purpose of this study was to explore the effects of employing preservice teachers as leaders in technology to change teacher education curriculum, and to mentor and support inservice teachers, teacher education faculty and preservice teachers. We describe the evolution of the design of this program by comparing the first and fourth year, and examining the mutual benefits for 49 members of the Technology Leadership Cadre (TLC) and the people they influenced. Using design-based research, we used an iterative approach to revise the structure of the program based on data we collected and analyzed. This data included 121 postings from an electronic discussion board, 964 surveys, observations, interviews with four faculty consultants, and focus group interviews with members of the Technology Leadership Cadre. TLC members collaborated with faculty in changing the portfolio assessment process from paper to electronic. This change in turn prompted faculty to incorporate technology-based artifacts for students to incorporate in their e-portfolios. Most important, as TLC members taught others technology skills through workshops and mentoring, they developed leadership in technology and in the classroom through this mutually beneficial relationship.
Changing Teacher Education Faculty: Mission Possible
Author: Wetzel, Keith
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Technology,Teacher Educators,Teacher Educator Education,Technology Uses in Education,Technology Integration,Use Studies,Program Descriptions,Faculty Development,Portfolio Assessment,Improvement Programs,Teacher Improvement,Technology Education

This study evaluates a Preparing Tomorrow's Teachers to Use Technology (PT[cube]) project that endeavored to improve teacher educators' uses of technology so as to influence future teachers. This PT[cube] project sought to build on a foundation of key characteristics of teacher education programs thought to be exemplary in the use of technology throughout their programs. The authors evaluate the progress of teacher educators in the integration of technology in their classes. The data analysis reveals that a critical mass of faculty used technology with students in their courses and that the uses were aligned with the National Educational Technology Standards for Teachers (NETS[middle dot]T). (Contains 4 tables and 1 figure.)
Online Professional Development: A Literature Analysis of Teacher Competency
Author: Kabilan, Muhammad Kamarul
Date: 2005-00-00
Type: Information Analyses
Subjects: Literature Reviews,Professional Development,Teacher Competencies,Online Courses,Distance Education,Skill Analysis,Meta Analysis,Instructional Effectiveness,Teacher Education

Findings from research indicate that teachers participating in online professional development (OPD) activities and programmes have gained, in some way or another, a great deal of teacher competency. In spite of this, no research has been undertaken to systematically identify and acknowledge the types of teacher competencies that are frequently associated with and attributed to OPD. This paper, based on findings from other studies and literature reviews, attempts to initiate and explore the above vacuum. A literature analysis, using a simple tool based on the coding strategies, is used to categorise the types or aspects of teacher competencies that were evident. The results indicate five major aspects: (1) motivation; (2) skills, knowledge and ideas; (3) self-directed learning; (4) interactive competence; and (5) computer technology awareness and skills. (Contains 1 table.)
Case Studies of Future Teachers: Learning to Teach with Technology
Author: Pierson, Melissa E.
Date: 2005-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Educational Technology,Case Studies,Longitudinal Studies,Student Teacher Attitudes,Computer Attitudes,Technology Uses in Education,Use Studies,Interviews,Expectation,Barriers,Educational Strategies,Technology Integration

This longitudinal research study explores preservice teachers' developing vision of technology in teaching and learning. Participants include eight teacher education students enrolled in one of three consecutive educational technology courses. Qualitative methods were used to analyze data, and tentative assertions have emerged related to a developing vision of teaching with technology: expectations for teaching with technology, perceived challenges of technology, questioning classroom uses of technology, and the driving development of a technology-rich program by education students.
Problems and Possibilities of Web-Based Instruction: Transforming Social Studies Methods and Practice
Author: Riley, Karen L.
Date: 2005-00-00
Type: Journal Articles
Subjects: Electronic Learning,Methods Courses,Web Based Instruction,Electronic Classrooms,Social Studies,Teaching Methods,Educational Practices,Action Research,Learner Engagement,Barriers,Case Studies,Courseware,Intercollegiate Cooperation,Technology Uses in Education,Influence of Technology

In this article, the authors focus on the use of Web-based instruction in social studies methods courses. They examine in what ways Web-based instruction transforms both teaching and learning and explore the problems and possibilities involved with electronic classrooms, including Web-supported instruction. Their study is classroom action-research, which spanned two years: 2000-2002. From the outset, they believed, based upon an earlier study involving online instruction in their respective classrooms, that Web-based (totally online) instruction and Web-supported (teacher meets class but instruction is supported by the Web) instruction can truly be transformative enterprises in terms of both teaching and learning. Despite the seemingly endless possibilities of Web-supported instruction, problems and/or obstacles lie in the path of a smooth electronic experience for both teacher and student. This study, then, involves the classroom experiences of two social studies methods classrooms in two southern universities. We, the author-researchers, aligned our respective course requirements and materials to offer an electronic classroom experience for our combined classes. This alignment, we believe, allowed us to observe and analyze student engagement with electronic discussion, partnerships, and collaboration.
Technology and Teacher Preparation in Exemplary Institutions: 1994 to 2003
Author: Hofer, Mark
Date: 2005-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Technology Integration,Educational Technology,Educational Strategies,Comparative Analysis,Teaching Methods,Academic Standards,Barriers,Incentives,Interviews,Questionnaires,Content Analysis,Awards,Best Practices

In a 1994 study commissioned by the Congressional Office of Technology Assessment, Mergendoller, Johnston, Rockman, &amp; Willis (1994) examined four exemplary institutions to identify their approaches to integrating technology into teacher education. A decade later, the field would benefit from a comparison of current approaches of infusing technology into teacher education to the 1994 findings. This study examines the approaches of the first seven teacher education programs to receive the ISTE NETS Distinguished Achievement Award. Current approaches to the process are outlined, including the identification of the key factors impacting their implementation. A comparison of the 1994 and the present study reveals that the systematic coordination of experiences in the teacher preparation program, a unifying theme throughout the program, and a shared vision of technology and teaching are instrumental and may help guide future efforts of technology integration into teacher preparation. (Contains 3 tables.)
"Not Quite Teaching for Real:" Preservice Secondary English Teachers' Use of Technology in the Field Following the Completion of an Instructional Technology Methods Course
Author: Kajder, Sara B.
Date: 2005-00-00
Type: Journal Articles
Subjects: Methods Courses,Teacher Effectiveness,Educational Technology,English Teachers,Technology Uses in Education,Use Studies,Preservice Teacher Education,Secondary School Curriculum,Technology Integration,Instructional Effectiveness,Participant Observation,Interviews,Content Analysis,Teaching Methods

This qualitative study examines the ways in which graduate preservice secondary English teachers integrate technology into their practice during the semester immediately following a content-specific course in methods of teaching with technology. Findings indicate the necessity of establishing connections between introductory coursework and subsequent methods courses. If the programs aim at producing technology-using teachers, then teachers must be equipped with hands-on experiences and critical examination of instructional models offered. Faculty must move from talking about technology to modeling effective teaching with technology. Similarly, if preservice teachers are expected to integrate technology into their fieldwork, they must be placed with supportive cooperating instructors who will provide the instructional autonomy needed to investigate new uses of new tools. (Contains 2 tables.)
School Administrators' Perceptions of the Use of Electronic Portfolios in K-8 Teacher Hiring
Author: Painter, Suzanne
Date: 2005-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Personnel Selection,Focus Groups,Principals,Teacher Recruitment,Administrator Attitudes,Personnel Directors,Electronic Publishing,Evaluation Criteria,Program Effectiveness,Performance Factors,Use Studies,Information Technology

This study analyzed the responses of K-8 human resource directors and principals to teacher education students' electronic portfolios used for hiring. From the focus groups several themes emerged. First, because the principals do not have much time to examine portfolios of any kind, the ideal electronic portfolio would include only a few clearly organized, relevant, and concise elements. Two artifacts may make the hiring portfolio more compelling: evidence of K-8 student achievement as a result of the applicant's teaching and a video clip of the applicant engaging children in learning. Principals found the video clips helpful in distinguishing among the candidates, but noted that a poor video could eliminate the applicant. The extent to which teacher education faculty should assist students in construction of artifacts was discussed.
The Re-Envisioned Educational Technology Course: If Addition Isn't Possible, Try Division
Author: Pierson, Melissa
Date: 2005-00-00
Type: Journal Articles
Subjects: Models,Technology Integration,Educational Technology,Technology Education,Instructional Design,Educational Strategies,Teaching Models,Curriculum Development,Teaching Methods,Educational Change,Required Courses,Preservice Teacher Education

This paper presents a new model for the required preservice technology integration course. We situate our model within the literature on the dominant stand-alone model, as well as the alternative models that have been explored. We then detail our restructured model of three one-hour courses that include focus on Introduction and Development, Integration and Evaluation, and Implementation and Assessment. We will highlight the challenges we have faced as well as our plans for continued course development. We argue that not only is our technology integration class sequence a feasible transition from stand-alone educational technology courses to a fully integrated model, but it also has unique merit for the cognitive development of our students in and of itself. (Contains 1 table and 1 figure.)