Technology Implementation and Teacher Education: Reflective Models provides teachers with the resources needed to address this challenge and develop new methodologies for addressing technology in practice. With chapters focusing on online and blended learning, subject-specific teacher education and social and affective issues, this reference provides a comprehensive, international perspective on the role of technology in shaping educational practices.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Case-based learning
Collaborative authoring system
Collaborative knowledge in VLEs
E-collaboration between people and technology
E-collaborative learning-by-doing environments
E-learning as socio-cultural systems
Graduate education in Web 2.0 environments
Instructional design to pedagogical infrastructures
Interactive evolution in learning communities
Knowledge access in learning communities
Knowledge construction challenges
Moodle
Web video conferencing

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Editor/Author Biographies

Dr. Junko Yamamoto teaches Instructional Technology, World Language Teaching Methodology, and English Language Learners Teaching Methodology at Secondary Education/ Foundations of Education Department, Slippery Rock University. She also supervises student teachers. She earned her doctorate degree in Instructional Technology from Duquesne University. She is a reviewer for the American Council on the Teaching of Foreign Languages / National Council for Accreditation of Teacher Education institutional accreditation for teacher education programs. She also reviews papers for multiple international conferences.

Joseph C. Kush, Ph.D. is an Associate Professor and Director of the Doctoral Program in Instructional Technology at Duquesne University in Pittsburgh, PA. His research interests include over 40 publications and 70 presentations on topics related to test bias and test fairness for children from minority backgrounds, with a current focus on technological tools that will assist in reducing test bias. He is also strongly committed to issues of social justice. He received his Ph.D. from Arizona State University.

Ron Lombard earned his BS degree in secondary education with a major in the social studies from California University of PA 1969, MA degree in History California University 1972, M. Ed in secondary administration California University 1979, Ed. D in educational leadership Nova University 1987, post graduate work West Virginia University for superintendence certification 1988 -89. He has thirty years of educational experience in the public schools as a secondary classroom teacher, building principal, district assistant superintendent, and administrative certification at the elementary and secondary levels. He worked as a participant in New American Schools national group with CoNect Schools – dealing with integration of technology into the classroom environment, researched and created curricular materials for online work for Bell & Howell – in creation of online American history text / presented by Big Chalk. He has presented a number of papers at international education/technology Conferences and created materials and conducted research dealing with aspects of assessment and the classroom teacher for administrators and teachers. Dr. Lombard has been an Assistant Professor of Education for Chatham College since 2000. His has served as an instructor at both graduate and undergraduate levels and served as a student adviser for both levels. During his tenure at Chatham he has been involved in the development of online courses for the Education Department and Continuing Education.

C. Jay Hertzog, retired Dean of Education at Slippery Rock University of Pennsylvania, has spent 19 years as a public school teacher and administrator and 22 years in teacher/administrator preparation at higher education institutions in Georgia and Pennsylvania. During his 10 years as dean he also served as the chair of the Pennsylvania Deans of Education Forum representing all 95 teacher preparation institutions in the Commonwealth. In 2009 he was elected as President-Elect of the Pennsylvania Association of Colleges and Teacher Education (PAC-TE). Through his involvement with teacher education he has worked closely with the Pennsylvania State Board of Education, Pennsylvania’s Secretaries of Education, the Pennsylvania House of Representatives Education Committee and several key legislators in crafting legislation regarding teacher certification. In 2006 he received the “Excellence in Education Award” for Distinguished Contributions in the Field of Education from the Pennsylvania State University College of Education Alumni Society and in 2007 received the “Teacher Educator of the Year Award” from PAC-TE. In 2006, he received an appointment from the Pennsylvania Department of Labor and Industry, Bureau of Mediation as a mediator/arbitrator for the Commonwealth in school-related cases. Hertzog and his research partner, Dr. P. Lená Morgan, are nationally recognized as leaders on the effects of student transition from middle school to high school. Together, they have presented at national and regional conferences, published numerous articles and have consulted with schools across the country on this topic. He also has co-authored two textbooks on Educational Leadership.

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