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Journal of Computing in Teacher Education, Volume 23, Number 4

Summer 2007
http://www.iste.org/Content/NavigationMenu/Membership/SIGs/SIGTETeacherEducator
s/JCTE/PastIssues/Volume23/Number4Summer2007/Summer_2007.htm

Journal link: http://sigte.iste.wikispaces.net/Journal+of+Computing+in+Teacher+Education

Publisher: Department of curriculum and Instruction Center for Technology in Learning and
Teaching
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Section 3: Technology & Computers

Title: Reexamining the Practicum Placement: How to Leverage Technology to Prepare

Preservice Teachers for the Demands of the 21st Century

Source: Journal of Computing in Teacher Education, Volume 23, Number 4, Summer 2007, p.

Author:
Rachel Karchmer-Klein Email: karchmer@udel.edu
Website: http://udel.edu/~karchmer/karchmerklein/contact.html
University of Delaware

Keywords
Practicum placement
Preservice teachers
Effective technology
Teacher technology preparation
Literacy instruction

‫תמצית‬

While many factors are taken into account when identifying appropriate practicum
placements, effective technology use by the classroom teacher is rarely considered. This is
disconcerting given the recent emphasis on teacher technology preparation. The research
described in this article studies 30 preservice teachers’ participation in a six-week virtual
practicum.

‫מאמר‬

Source: Journal of Computing in Teacher Education, Volume 23, Number 4, Summer 2007, p.

Publisher: Department of curriculum and Instruction Center for Technology in Learning and
Teaching

While many factors are taken into account when identifying appropriate practicum
placements, effective technology use by the classroom teacher is rarely considered. This is
disconcerting given the recent emphasis on teacher technology preparation. The research
described in this article studies 30 preservice teachers’ participation in a six-week virtual
practicum.

The practicum took place completely over the Internet and allowed the preservice teachers to
interact with and observe experienced classroom teachers as they implemented high-quality
technology-supported literacy instruction.

Using constant-comparative methods, field notes, e-mail correspondences, and survey

responses were analyzed in relation to the three research questions: (1) How does a virtual
practicum create opportunities to learn ways to manage technology integration in the
classroom? (2) How does a virtual practicum create opportunities to learn ways to integrate
technology into literacy instruction? and (3) How does a shared practicum experience allow
preservice teachers to engage in class discussions and problem-solve issues confronted in
their host classrooms?
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Section 3: Technology & Computers

Title: Benefits and Challenges of Using Live Modeling to Help Preservice Teachers Transfer
Technology Integration Principles

Source: Journal of Computing in Teacher Education, Volume 23, Number 4, Summer 2007, p.

Authors:
Richard E. West University of Georgia Athens Website: http://the-wests.net/rick/evaluating
Email: rickwest@uga.edu

Charles R. Graham Email: charles_graham@byu.edu

Brigham Young University

Keywords
Live modeling
Preservice teachers
Technology integration principles
Modeling sessions
Teaching technology skills
Students’ needs

‫תמצית‬

One method underutilized in training teachers to use technology is to use live modeling
sessions. This study qualitatively investigates how the use of modeling sessions impacted
students. In this study we found that modeling was perceived by most students to be effective
at teaching technology skills and ideas for integrating technology as teachers.

‫מאמר‬

Source: Journal of Computing in Teacher Education, Volume 23, Number 4, Summer 2007, p.

Publisher: Department of curriculum and Instruction Center for Technology in Learning and
Teaching

One method underutilized in training teachers to use technology is to use live modeling
sessions. This study qualitatively investigates how the use of modeling sessions impacted
students.

In this study we found that modeling was perceived by most students to be effective at
teaching technology skills and ideas for integrating technology as teachers. However, we
identified several breakdowns in the ability of students to transfer their understanding of
technology integration to their own situations.

We explain this difficulty of transfer of learning and describe five situations when these
breakdowns were likely to occur. Implications include the benefits of using live modeling if
adapted to address students’ unique needs, as well as future research into the impact of
contextual differences on the transfer of students’ learning.
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Section 3: Technology & Computers

Title: Developing Pedagogical Technology Integration Content Knowledge in Preservice

Teachers: A Case Study Approach

Source: Journal of Computing in Teacher Education, Volume 23, Number 4, Summer 2007, p.
Authors:
Laurie Brantley-Dias Website: http://msit.gsu.edu/IT/Diaz/dias.htm Email: lbdias@gsu.edu
Georgia State University

Wanjira Kinuthia Email: wkinuthia@gsu.edu

Georgia State University

Mary B. Shoffner
Georgia State University

Christopher de Castro

Neil J. Rigole

Keywords
Pedagogical technology integration
Content knowledge
Preservice teachers
Case study
Instructional strategies
Group discussions

‫תמצית‬

This research examined the effects of case-based instructional strategies on the development
of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher
preparation students. The study was part of the Crossroads Project funded by the Preparing
Tomorrow’s Teachers for Using Technology (PT3) grant from the United States Department of
Education.

‫מאמר‬

Source: Journal of Computing in Teacher Education, Volume 23, Number 4, Summer 2007, p.

Publisher: Department of curriculum and Instruction Center for Technology in Learning and
Teaching

This research examined the effects of case-based instructional strategies on the development
of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher
preparation students. The study was part of the Crossroads Project funded by the Preparing
Tomorrow’s Teachers for Using Technology (PT3) grant from the United States Department of
Education.

Thirty-three students completed a six-week course in technology integration in teaching

methods at a large Southeastern university. Content analysis was used to examine student
data: case responses, case reflections, and course reflections.

Although there were mixed responses to the case analysis process, findings indicated that as
the semester progressed the preservice teachers began to display an understanding of
integrated concepts of PTICK and valued learning from the group case discussions.