AMI3P

Section: 6 Preservice students

Title: Developing Preservice Literacy Teachers’ Observation Skills: Two Stories, Two
Technologies

Source: Contemporary Issues in Technology and Teacher Education. 7 (4), pp. 293-317.

December 2007

Author:
Baker, Elizabeth A.

Keywords:
Literacy
Preservice teachers
Teaching methods
Multimedia
Video

‫תמצית‬

The purpose of this study is to tell two stories of two technologies (multimedia and video)
used to help preservice literacy teachers develop systematic observation skills. These stories
include descriptions of each technology and the results of sequential mixed methods studies
used to examine the preservice teachers, development of systematic observation. Results
indicate that the multimedia group showed similar or better performance than the video group
for all measures. Discussion is offered to explore possible explanations for the findings and
suggest further investigations.

‫מאמר‬

Source: Contemporary Issues in Technology and Teacher Education. 7 (4), pp. 293-317.

Systematic observation is a foundational skill teachers use in order to document children’s

reading development and plan developmentally appropriate instruction. However, a variety of
challenges make it difficult for teacher educators to help preservice teachers develop
systematic observation skills.

The purpose of this study is to tell two stories of two technologies (multimedia and video)
used to help preservice literacy teachers develop systematic observation skills. These stories
include descriptions of each technology and the results of sequential mixed methods studies
used to examine the preservice teachers, development of systematic observation.

Results indicate that the multimedia group showed similar or better performance than the
video group for all measures. Discussion is offered to explore possible explanations for the
findings and suggest further investigations.
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Section: 3 Technology & computers

Title: Pre-Service English Teachers and Technology: A Consideration of Weblogs for the
English Classroom

Source: Contemporary Issues in Technology and Teacher Education. 7 (4), pp. 245-255.

December 2007
Author:
Melanie Shoffner

Keywords:
Classrooms
English language arts
Literacy
Teaching methods
ICT
Weblogs

‫תמצית‬

When English teachers effectively integrate technology into their classrooms, however, they
have the opportunity to positively engage students in the learning process. Considering the
specific technology of weblogs, this article will explore the need for preservice teachers to
construct a working pedagogy that includes the use of technology within the content area for
teaching and learning.

‫מאמר‬

Source: Contemporary Issues in Technology and Teacher Education. 7 (4), pp. 245-255.

Teaching with technology is a complex issue, at best, bound by issues of access, funding,
support and time for both students and teachers (Young & Bush, 2004). When English
teachers effectively integrate technology into their classrooms, however, they have the
opportunity to positively engage students in the learning process.

Considering the specific technology of weblogs, this article will explore the need for
preservice teachers to construct a working pedagogy that includes the use of technology
within the content area for teaching and learning.
-----------------------------------------
Section: 3 Technology & computers

Title: Toward Technology Integration in Mathematics Education: A Technology-Integration

Course Planning Assignment

Source: Contemporary Issues in Technology and Teacher Education. 7 (4), pp. 256-278.

December 2007

Author:
Gladis Kersaint

Keywords:
Middle school education
Secondary education
Mathematics
Preservice teachers
Teaching methods

‫תמצית‬

This article describes a technology integration course planning assignment that was
developed to enhance preservice teachers’ technological pedagogical content knowledge
(TPCK). This assignment required preservice teachers work with peers to integrate various
technological tools (e.g., graphing calculators, web-based mathematics applets, etc) in a
secondary level mathematics course (e.g., Algebra 2).

‫מאמר‬
Source: Contemporary Issues in Technology and Teacher Education. 7 (4), pp. 256-278.

This article describes a technology integration course planning assignment that was
developed to enhance preservice teachers’ technological pedagogical content knowledge
(TPCK).

This assignment required preservice teachers work with peers to integrate various
technological tools (e.g., graphing calculators, web-based mathematics applets, etc) in a
secondary level mathematics course (e.g., Algebra 2).

A description of the context and the course in which this assignment is given is provided and
lessons learned from several years of implementation are discussed.