From: Subject: JTATE / Volume 7, Number 3 1999 Date: Wed, 17 Jan 2001 09:41:35 +0700 MIME-Version: 1.0 Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable Content-Location: X-MimeOLE: Produced By Microsoft MimeOLE V5.00.2919.6600 JTATE / Volume 7, Number 3 1999

Journal of Technology and Teacher Education

Volume 7, Number 3 1999=20


Investigating=20 Mathematics Education Using Multimedia=20
Tony Herrington, Len Sparrow, Jan Herrington, and Ron Oliver=20 175

Healing=20 the Universe is an Inside Job: Teachers=92 Views on Integrating=20 Technology

Karen E. Norum, R. Scott Grabinger, and Judith A. Duffield=20 187

Study=20 Groups and Electronic Portfolios: A Professional Development School = Inservice=20 Project

Marie F. Doan Holbein and Karin Jackson 205

Technology=20 Integration in Teacher Preparation: A Qualitative Research = Study

Kay A. Persichitte, Edward P. Caffarella and
Major Donald D. Tharp 219

Technologies=20 for Implementing social Constructive Approaches in Instructional=20 Settings

W.L. David Hung and Der-Thanq Chen 235

Using=20 the Internet to Unite Student Teaching and Teacher Education

Mark Roddy 257


Investigating = Mathematics=20 Education Using Multimedia=20

Tony Herrington, Len Sparrow, Jan Herrington, and Ron Oliver

Edith Cowan University, Perth, Western Australia

It is commonly accepted that teachers teach the way they were taught = and that=20 reform is difficult to achieve. Despite the variety of innovative and = effective=20 strategies to teaching and assessment, teachers generally continue to = limit=20 their approaches to a narrow range of methods. Teacher education courses = provide=20 an introduction to various pedagogical approaches but often fail to link = these=20 ideas to classroom situations in which the new knowledge will be = applied.=20 Consequently, the knowledge and abilities that are learnt have little = chance of=20 transfer to real school situations.

In an attempt to overcome this problem, the theoretical framework of = situated=20 cognition has been used to produce an interactive multimedia resource = that=20 allows preservice teachers to implement approaches appropriate for = teaching and=20 assessing the range of outcomes that are valued in the K-12 mathematics=20 curriculum. The resource enables users to encounter the authentic use of = a range=20 of strategies and to view their interpretations from multiple = perspectives=20 gained from practising teachers, preservice teachers, school children, = and=20 tertiary educators.

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Healing the Universe = is an=20 Inside Job: Teachers=92 Views on Integrating Technology=20

Karen E. Norum

University of South Dakota, School of Education
Division of Technology for Training and Development
Vermillion, SD 57069, USA

R. Scott Grabinger and Judith A. Duffield

University of Colorado at Denver, School of Education
Campus Box 106, P.O. Box 173364
Denver, CO 80217-3364, USA

Teachers, administrators, and parents are finding that using = technology=20 requires more than adding Internet access or placing computers in a = classroom.=20 Technology affects the way teachers teach, students learn, and = administrators=20 operate. Roles and teaching and learning strategies are changing because = technology fosters the use of more student-centered learning strategies. = How are=20 teachers adapting to this change? What is happening in the classroom? = What=20 obstacles are encountered? What do they say is necessary to support the=20 effective use of technology? These and other questions provided the = impetus for=20 this qualitative analysis of several practicing teachers who are also = graduate=20 students. The dilemma faced by the teachers in this study is how to lead = the way=20 in the integration of technology into the curriculum while struggling,=20 themselves, with the challenges posed. Their thoughts, perceptions, = beliefs,=20 experiences, knowledge and growth related to resolving this dilemma were = categorized by themes and discussed in detail in this paper.

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Study Groups and = Electronic=20 Portfolios: A Professional Development School Inservice Project=20

Marie F. Doan Holbein

Florida Atlantic University
500 NW University Blvd.
Port St. Lucie, FL 34986, USA

Karin Jackson

Professional Development School
Chester A. Moore Elementary, 2102 Avenue Q
Ft. Pierce, FL 34950, USA

A review of the literature suggests that in order for schools to = fully=20 realize the educational potential offered by computers, teachers will = need=20 technology training to acquire computer skills, and time to assimilate = those=20 skills into their teaching practices. The purpose of this paper is to = describe a=20 technology inservice model implemented in a Professional Development = Multimedia=20 Magnet Elementary School where the goal was to explore the effectiveness = of=20 teachers meeting in small groups to cultivate their computers skills and = develop=20 electronic portfolios. The study group met for eight after-school = 90-minute=20 sessions over a period of four months. The teachers examined electronic=20 portfolio models, developed their computer skills, learned to use = scanners, and=20 created electronic portfolios using samples of work from their students. = At the=20 culmination of the sessions, the teachers reflected on the outcome of = their=20 participation and offered suggestions for future technology inservice. = An=20 analysis of the responses reveals their diverse levels of comfort with = computers=20 and provides further evidence that teachers need both time and support = in their=20 endeavors to acquire and sustain computer literacy.

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Technology = Integration in=20 Teacher Preparation: A Qualitative Research Study=20

Kay A. Persichitte and Edward P. Caffarella

University of Northern Colorado
Educational Technology, MK 518
Greeley, CO 80639, USA

Major Donald D. Tharp

United States Air Force Academy
2345 Aviator Drive STE 100
USAF Academy, CO 80840, USA

This article summarizes the results of a case-based qualitative = research=20 study that investigated the use and integration of educational = technologies=20 within three purposefully sampled schools, colleges, or departments of = education=20 (SCDEs). Site visits were conducted at three SCDEs that are members of = the=20 American Association of Colleges for Teacher Education (AACTE) to gather = data=20 regarding best practices and concerns related to the use and integration = of=20 educational technologies within preservice teacher preparation programs. = The=20 study was commissioned by the joint AACTE/NCATE Research and Information = Committee. Observations, interviews, concerns surveys, and researcher = journals=20 provided the data for analysis. Interviews were conducted with = preservice=20 students, preservice teacher preparation faculty and administration, = inservice=20 faculty in supervisory roles for preservice students, and recent = graduates of=20 the preservice programs. Some specific examples of technology = integration are=20 described and emergent themes and patterns are discussed.

Return = to=20 Contents

Technologies for = Implementing=20 social Constructive Approaches in Instructional Settings=20

W.L. David Hung and Der-Thanq Chen

National Institute of Education
Nanyang Technological University
467 Bukit Timah Road, Singapore 259756

In this paper, we describe how computer technologies are used to = facilitate=20 the implementation of a social constructivistic framework (in our = preservice=20 undergraduate instructional design course) we referred to as the GNOSIS = process=20 (see Hung, Chen, & Cheung, 1997). These technologies could be = classified=20 under five generic types, namely (a) Individual Instructive Tools, (b)=20 Individual Constructive Tools, (c) Social Communicative Tools, (d) = Social=20 Constructive Tools, and (e) Informative Tools. One tenet of our = framework is=20 that instruction can be accorded both at the social and individual = levels. Based=20 on the above classifications, we considered how technologies could be = used=20 according to mode of instruction (from instructive to constructive) and=20 complexity of interactions (from individual to social). We also discuss = the=20 implications and future developments of technologies that would = facilitate the=20 GNOSIS process.

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Using the Internet to = Unite=20 Student Teaching and Teacher Education=20

Mark Roddy

School of Education, Seattle University
900 Broadway
Seattle, WA 98122-4340, USA

In this paper, some of the challenges associated with and criticisms = leveled=20 against teacher education are introduced and discussed. Specifically, = the=20 perceived disconnection between theory and practice during the student = teaching=20 phase of the teacher education program is briefly examined both in the=20 literature and in the specific context of teacher education as it is = conducted=20 in the Master in Teaching program at Seattle University. In this = program, an=20 email list has been employed for the past three years to facilitate=20 communication between students, faculty, and others concerned with the = task of=20 teacher education. The role of the Internet mailing list as a tool used = to=20 strengthen the bond between theory and practice during the student = teaching=20 phase of teacher education is then examined. Assuming a framework of=20 constructivist learning theory, the power of the mailing list to = reconnect=20 student teachers with the learning community they have established is=20 investigated. An example of this process, drawn from an archive of = messages=20 addressed to the list, is offered. The conclusion is that the mailing = list can=20 serve as a useful tool allowing student teachers to escape the relative=20 isolation of the classroom and construct their understanding in concert = with the=20 larger community of learners in the teacher education program.

Return = to=20 Contents