AMTE is pleased to partner with leading professional associations on the CITE Journal. We encourage you to read and contribute to this important journal.
Contemporary Issues in Technology and Teacher Education (CITE Journal) is an online, peer-reviewed journal, established and sponsored jointly by five professional associations (AMTE, ASTE, NCSS-CUFA, CEE, and SITE). Each professional association has sole responsibility for editorial review of articles in its discipline. The CITE Journal is published quarterly, and each edition includes articles related to the cross-section of teacher education and technology integration. A wide range of formats and approaches to scholarship are accepted, including qualitative research, quantitative studies, conceptual and theoretical pieces, case studies, and professional practice papers. Because of its online format, CITE Journal encourages articles that take advantage of the capabilities of the medium. Articles may include digital video and audio, color images, animation, and applets, as well as links to external resources.
VOLUME 21 ISSUE 4
The Effects of Robotics Professional Development on Science and Mathematics Teaching Performance and Student Achievement in Underserved Middle Schools
by Alex Fegely, Joseph Winslow, Cheng-Yuan Lee & Louis J. Rubbo
This article reports findings from an exploratory study investigating the effects of robotics professional development sessions in underserved middle schools in the southeastern United States. Eleven middle-level science and mathematics teachers from a high-needs school district received year-long training in robotics technology and instructional integration. Teacher-participants were evaluated on their problem-solving abilities, critical thinking strategies, robotics knowledge, content knowledge, and instructional design through teaching observations and pre/post robotics teaching competency surveys. Student performance was measured by comparing student-participants’ mathematics score growth on a standardized test against nationally normed control group samples. Results from teacher-participants (N = 11) indicated that they significantly improved their robotics teaching competencies and demonstrated measurable gains in numerous teaching performance indicators. Results from student-participants (N = 291) revealed they experienced mathematics growth at a higher percentage than their control group counterparts at each grade level. Sixth graders improved at a year change rate higher than the control sample to match the national norm mean on the posttest. Seventh graders experienced a year change rate and posttest mean far exceeding the control group that approached the national norm. Eighth graders improved at a year change rate that exceeded the control group but was beneath the national norm.
VOLUME 21 ISSUE 3
Comparison of Peer-to-Peer and Virtual Simulation Rehearsals in Eliciting Student Thinking Through Number Talks
by Carrie Lee, Tammy Lee, Daniel Dickerson, Ricky Castles, & Paul Vos
Structures such as rehearsals have been designed within mathematics education to engage teacher candidates in deliberate practice of specific teaching episodes before enacting within classroom settings. Current research has analyzed traditional rehearsals that involve peers acting as K-12 students as the teacher candidate facilitates an activity; however, innovative technologies such as virtual simulation software—Mursion® (developed as TeachLivE™)—offer new opportunities to use student avatars in this context. This work explores the use of rehearsals within virtual simulations as compared to traditional rehearsals by using (nonpooled) two-sample, t-tests to compare changes in the control and comparison groups regarding their use of eliciting strategies. Similarity of the groups in how they develop eliciting strategies presents evidence that virtual simulations have the potential to provide comparable contexts for rehearsals. At the same time, the specific differences between groups prompts further examination of the contexts and patterns in discussion to better understand what is influencing differential change.
Professional Development Supporting Teachers’ Implementation of Virtual Manipulatives
by Lindsay Reiten
Supporting teachers’ implementations of technology in the classroom is a critical and longstanding issue in mathematics education. As access to various technology resources grows, a need exists for professional development opportunities that prepare teachers to integrate technology effectively to support students’ mathematical learning opportunities. Virtual manipulatives (VMs) are one technology tool receiving increased attention. Despite the benefits to student learning, secondary mathematics teachers use VMs less frequently than elementary teachers. Therefore, this study investigated a professional development opportunity aimed at supporting middle and high school mathematics teachers’ implementation of VMs. Findings indicate two tools (a repository of resources and a task analysis framework) supported teachers as they prepared to implement VMs and tasks. Additionally, teachers were further supported via time for active learning (teachers interacting with VMs related to their upcoming instructional units) and collaborative planning.
VOLUME 21 ISSUE 2
Theoretically Framing the Pedagogy of Learning to Teach Mathematics With Technology
by Allison McCulloch, Keith Leatham, Nina Bailey, Charity Cayton, Kristen Fye, & Jennifer Lovett
Frameworks can influence the work of mathematics teacher educators (MTEs) in many different ways. Frameworks can suggest a structure around which MTEs design instruction, provide a common language for communicating with prospective teachers, and support prospective teachers as they design their own instruction. This paper reports findings related to the frameworks that MTEs are currently using in their work of preparing secondary mathematics teachers to teach with technology. Findings include a list of 17 frameworks, which fall into four categories with respect to their framing: (a) how students use and learn with technology, (b) the design and evaluation of technology tools and tasks, (c) how teachers use technology, and (d) how teachers learn to use technology. The individual frameworks within each category are discussed and implications for mathematics teacher educators are presented. Implications include a critical discussion of what is missing among the frameworks and challenges for the field.
VOLUME 21 ISSUE 1
by Frances Harper, Zachary Stumbo, and Nicholas Kim
This study explored how prospective elementary teachers developed mathematics teaching that used the cultural, linguistic, and cognitive resources from home and community settings to promote learning school mathematics with robotics. Drawing on lesson planning artifacts and written reflections following lesson enactments, the authors describe how prospective teachers made progress toward more equitable mathematics teaching by connecting mathematics learning and robotics, leveraging community funds of knowledge in mathematics instruction with robotics, and designing for transdisciplinary connections. Analyses showed how robotics can support planning for a range of elementary mathematics concepts – including counting, multiplicative reasoning, distance, and sequence – and may encourage leveraging students’ sense of place to make mathematics learning more accessible for every student. These findings suggest that mathematics teacher educators and teachers should consider using innovative tools not typically seen in classrooms, such as robotics, in mathematics instruction as they work to support a focus on reasoning and sense making and make connections to children’s community and cultural funds of knowledge.
The Society for Information Technology and Teacher Education is an international association of individual teacher educators and affiliated organizations of teacher educators in all disciplines who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development.
The Society seeks to promote research, scholarship, collaboration, exchange, and support among its membership, and to actively foster the development of new national organizations where a need emerges. SITE is the only organization that has as its sole focus the integration of instructional technologies into teacher education programs.
The Association (founded in 1981) is an international, educational and professional not-for-profit umbrella organization dedicated to the advancement of the knowledge, theory, and quality of learning and teaching at all levels with information technology. This purpose of AACE is accomplished through the encouragement of scholarly inquiry related to information technology in education and the dissemination of research results and their applications through:
- Societies & Chapters (including SITE)
- Inter-Organizational Projects
CITE Journal Sponsors
The following professional societies are joint sponsors of the CITE journal. Each teacher educator association has responsibility for publication in its content area.
- Mathematics Education – Association of Mathematics Teacher Educators
- Science Education – Association for Science Teacher Education
- English Education – NCTE Conference on English Education
- Social Studies Education – NCSS College and University Faculty Assembly (CUFA)
- General Technology – Society for Information Technology & Teacher Education (SITE)
The CITE Journal was established with support from a U.S. Department of Education Catalyst grant and is published by the Association for the Advancement of Computers in Education.