16p

16P. 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

--------------------------------------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: [email protected] 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?

------------------------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: [email protected] Charles R. Graham Email: [email protected] 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.

-----------------------------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: [email protected] Georgia State University Wanjira Kinuthia Email: [email protected] 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.