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Journal of Technology and Teacher Education

2002 Volume 10, Number 4


Richard Hartshorne

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Table of Contents

Number of articles: 6

  1. Teaching Action Research via Distance

    Betty Aune, The University of St. Scholastica, United States

    The author examined important factors and student outcomes in action research courses taught via distance in a Master of Education in Curriculum and Instruction program. Over the three years of the... More

    pp. 461-479

  2. No One Way: Working Models for Teachers’ Professional Development

    Jennifer Jenson, York University, Canada; Brian Lewis & Richard Smith, Simon Fraser University, Canada

    This study investigates the role of professional development in the implementation of computer technologies in schools across Canada and elsewhere. Three examples of professional development in... More

    pp. 481-496

  3. Student-Centered, Technology-Rich Learning Environments (SCenTRLE): Operationalizing Constructivist Approaches to Teaching and Learning

    Atsusi Hirumi, University of Huston-Clear Lake, United States

    This article presents a model for designing student-centered, technology-rich learning environments (SCenTRLE). The model helps educators operationalize constructivist and student- centered... More

    pp. 497-537

  4. Computer Coordinators as Change Agents: Some New Zealand Observations

    Kwok-Wing Lai, Ann Trewern & Keryn Pratt, University of Otago, New Zealand

    Strong and effective leadership at the school level is needed if information and communication technology (ICT) is to be successfully planned and integrated into the school curriculum. A study... More

    pp. 539-551

  5. Mentoring: A Strategy for Change in Teacher Technology Education

    John R. Ward, Lillie S. West & Troy J. Isaak, Millersville University, United States

    A preservice mentoring program involving second year mentors and first year protégés focused on concerns regarding the use of the Internet for teaching and learning. The mentoring program was... More

    pp. 553-569

  6. Learning to Notice: Scaffolding New Teachers’ Interpretations of Classroom Interactions

    Elizabeth A. van Es & Miriam Gamoran Sherin, Northwestern University, United States

    Mathematics and science education reforms encourage teachers to base their instruction in part on the lesson as it unfolds in the classroom, paying particular attention to the ideas that students... More

    pp. 571-596