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Sunday, September 22, 2013

Articles released by The CITE Journal, Volume 13, Issue 3 (2013)

I hope you would like to read these two interesting articles released by CITE Journal.
Don't miss these articles. 

Photo:CITE Journal 
Using Online Error Analysis Items to Support Preservice Teachers’ Pedagogical Content Knowledge in Mathematics 
 University of Colorado, Colorado Springs

This article describes how a free, web-based intelligent tutoring system, (ASSISTment), was used to create online error analysis items for preservice elementary and secondary mathematics teachers. The online error analysis items challenged preservice teachers to analyze, diagnose, and provide targeted instructional remediation intended to help mock students overcome common error patterns and misconceptions. A short description of how the ASSISTment system was used to support follow-up in-class discussions among preservice teachers is provided, as well as suggestions for producing similar online error analysis items in other content areas. Directions for accessing all of the mathematics error analysis problem sets currently available in the ASSISTment system, sample error analysis items and responses, and a rubric for implementing these assignments in mathematics methods classes to support preservice teachers are included at the conclusion of the article.

Write for Your Life: Developing Digital Literacies and Writing Pedagogy in Teacher Education
 California State University, Northridge

The need for the effective development of digital literacies pervades every aspect of instruction in contemporary classrooms.  As a result, teacher candidates must be equipped to draw upon a variety of literacies in order to tap into the complex social worlds of their future pupils.  The Write for Your Life Project was designed to strengthen teacher candidates’ skills in both traditional and digital writing literacies through the use of social networks, blogging, texting, online modules and other social media. The project, to a large degree, was structured according to Calkins’ (1994) Writing Workshop Approach.  This process encourages teacher candidates to write daily, devise writing minilessons, use peer conferencing, and publish final pieces.  This article describes the Write for Your Life Project that was piloted in two courses with 45 teacher candidates, shares findings from the implementation process, and makes recommendations for more effectively integrating writing and technology across the content areas in teacher education courses.

Enjoy your reading!   

Source:The CITE Journal

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