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Sunday, March 17, 2013

Articles released by The CITE Journal

I hope you would like to read these three interesting articles released by CITE Journal.
Photo:CITE Journal 

The Challenge to Situate Digital Learning Technologies in Preservice Teacher Mathematics Education
Susan McDonald
Australian Catholic University

This paper focuses on how preservice primary teachers can be supported to embrace digital learning technologies (DLTs) in their teaching of mathematics. The nature of the instruction and the assessment in the final mathematics unit of the bachelor of education program were changed. Despite being tagged as “tech-savvy,” preservice students use digital technologies primarily for social networking and information retrieval. These uses of digital technologies do not guarantee any facility for their utilization as learning technologies, which may result in early career teachers being unprepared to enact the effective use of expensive equipment in schools. The provision of a communal constructivism environment supported student learning as they met the challenges of creating interactive digital applications to teach a mathematical concept to their peers. This paper is likely to be of interest to mathematics educators who are trying to steer preservice teachers away from “worksheet maths” as well as other preservice teacher educators who wish to incorporate digital technologies into their content and methodology units.
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An Examination of Teachers’ Ratings of Lesson Plans Using Digital Primary Sources
By Natalie B. Milman, George Washington University and Rhonda Bondie, Fordham University

This mixed method study examined teachers’ ratings of 37 field-tested social studies lesson plans that incorporated digital primary sources through a grant from the Library of Congress Teaching with Primary Sources program for K-12 teachers. Each lesson, available in an online teaching materials collection, was field-tested and reviewed by at least three teachers other than the lesson’s author. The analysis illustrates that the majority of lessons (70%) utilized PowerPoint to show primary sources and pose questions to students about the primary sources examined. Qualitative analysis identified key factors that impacted lesson implementation and teachers’ analysis of student learning. This study raises several implications regarding the design and purpose of lesson plans available online for integrating digital primary sources into P-12 teaching, as well as the design and content of professional development whose purpose is to prepare teachers to integrate digital primary sources in their teaching.
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Shared Viewing as an Approach to Transforming Early Field Experiences
By Tina Heafner and Michelle Plaisance
University of North Carolina, Charlotte

Although early field experiences are touted as vital for providing a hands-on preview of how teaching unfolds in the classroom, these essential components of teacher preparation programs have consistently fallen short of the desired outcomes. In the spirit of Dewey, candidates need substantive experiences that transform their theoretical learning into pedagogical knowledge. Likewise, Darling-Hammond (2006a) asserted that these experiences are strengthened when a collective team embarks on a mutual commitment, comprised of the candidate, university faculty, and talented teachers from cooperating schools. This article describes a project that sought to create technology-mediated early field experiences that maximized candidate learning in online content methods courses. The Windows into Teaching and Learning (WiTL) project was conceived and actualized by researchers in a large, urban university in the southeastern region of the United States. The initial objective of the project was to explore a means by which technology might facilitate meaningful field experiences for candidates enrolled in distance education classes. Several other potential outcomes arose from the project, allowing researchers to expand the initial scope to encompass potential benefits for all university teacher candidates conducting early field experiences as a part of their path to licensure.

Source: The CITE Journal