The CITE Journal is an online, open-access, peer-reviewed journal, established and jointly sponsored by six professional associations (AMTE, ASTE, NCSS-CUFA, ELATE, ITEEA, and SITE). The works on this site are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Most Recent Articles
Exploring Robot Programming in a Geometry Content Course: Learning Opportunities for Prospective Teachers
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This study evaluated programming and robotics (PR)-integrated geometric learning activities designed to build prospective teachers’ (PSTs’) knowledge and skills necessary for incorporating PR in elementary geometry classrooms. To identify the learning opportunities these activities provided to PSTs, the authors examined arguments PSTs generated to justify the correctness of programs designed for robots to travel along triangular paths, as well as their initial and postsurvey responses and written reflections describing their beliefs about learning and teaching mathematics with PR and demonstrating their learning experience through the PR-integrated activities. Data analysis showed three different domains of learning opportunities offered to PSTs for their knowledge development for teaching PR in mathematics classrooms: (a) developing an understanding of geometric concepts used in program design, (b) improving justifying skills of using geometric reasoning to verify the correctness of robot programs, and (c) building productive views toward learning and teaching mathematics with PR. The researchers also identified the specific knowledge and skills PSTs used to verify program correctness before testing with physical robots. Suggestions are proposed for teacher education to prepare PSTs for PR-integrated mathematics instruction.
Potent Pedagogy for Critical Engagement: Music Videos as Texts in Secondary English Classrooms
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This article explores the pedagogical potential of music videos as both tools and rich texts for analysis in the secondary English classroom. Music videos, as a hybrid genre combining visual, auditory, and narrative elements that are deeply rooted in both online and offline spaces, offer unique opportunities for student-centered critical engagement and complex meaning-making. While current English education research (i.e., Grater & Johnson, 2013) framed music videos in the context of student cultural relevance and as a form of popular culture, the authors suggest deeper potential for intentionally incorporating music videos into the classrooms as digitally networked, interdisciplinary texts and tools for analysis. The work, grounded in critical literacy theories and a commitment to culturally sustaining pedagogies, asked the question, “What are the affordances of music videos as multimodal, digital texts in the secondary ELA classroom?” Through engagement in reflective practice on the authors’ work with students, teachers, and teacher educators, they analyzed how music videos can serve as critical digital tools for students and teachers.
Learning, Implementation, and Outcome: A Case Study of an Elementary Teacher’s Integration of Scratch Programming in Science Instruction
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The Scratch programming language makes computing accessible for young students and provides valuable support for non-computer-science instruction. Guided by the Interconnected Model of Professional Growth (IMPG), this case study explored an elementary teacher’s learning, implementation, and outcomes in Scratch integration after participating in a year-long science, technology, engineering, and mathematics professional development (PD) program. By analyzing data from multiple sources, the findings suggest that the PD program was effective in fostering positive Scratch-related beliefs, as well as technological and pedagogical knowledge. Following PD participation, the teacher was able to implement concrete strategies to engage students in Scratch-integrated science learning. However, a significant challenge for the teacher, and an evident influence on student-created Scratch projects, was limited programming content knowledge. Based on the findings, the authors offer actionable implications for future research and PD design.
CIVIC: Five Pillars for Using Artificial Intelligence in Social Studies Education
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As generative artificial intelligence (GenAI) becomes increasingly integrated into K-12 education, it holds significant potential to enhance social studies instruction through personalized learning, inquiry-based exploration, and interactive simulations. However, the responsible and ethical use of artificial intelligence (AI) and GenAI in social studies requires a clear framework that aligns with the discipline’s emphasis on critical thinking, inclusivity, and civic engagement. This article introduces CIVIC, a framework of five pillars for using AI in social studies education: encouraging human-AI cointelligent partnerships in learning, ensuring responsible, inclusive, and equitable AI use, promoting the critical evaluation of AI-generated content, enhancing inquiry-based learning, and preparing for the future in the era of GenAI. Drawing from current literature and research, the CIVIC framework offers practical strategies for educators to incorporate AI and GenAI effectively into their classrooms while addressing challenges related to bias, data privacy, and the ethical implications of AI in historical and civic contexts. By following these guidelines, educators can leverage AI to support student engagement and learning while preparing students for the complexities of an AI-driven society.
Editorial: Redefining Technology Leadership in Education: A Multidimensional Perspective for Diverse Stakeholders in K-12 and Higher Education
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This editorial introduces a two-part special issue of the CITE–General section that reexamines technology leadership across K–12 and higher education in an era marked by rapid technological advancement, post-COVID transformation, and the growing influence of artificial intelligence. Emerging from conversations within the SITE Technology Leadership SIG, the special issue responds to the urgent need for conceptual clarity and multidimensional perspectives on technology leadership. The six systematic and integrative literature reviews featured across the issue collectively highlight the diverse roles of teacher educators, academic leaders, instructional designers, K–12 administrators, teachers, and technology coaches. Each paper employs rigorous methodological approaches to synthesize definitions, leadership practices, contextual factors, and recommendations. Together, these contributions reconceptualize technology leadership as a distributed, multi-dimensional, context-dependent construct essential for guiding ethical innovation, supporting systemic change, and fostering inclusive digital learning environments. The editorial reflects on the collaborative process that shaped the special issue, identifies critical gaps for future research, and discusses implications for policy and practice. It also marks the transition from CITE–General to CITE–Current Research, inviting the field to continue advancing scholarship in technology and teacher education that bridges theory, practice, and emerging technological landscapes.
“Don’t Force It”: An Action Research Study on AI Integration in Undergraduate and Graduate Teacher Education Coursework
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This action research study explored the integration of artificial intelligence (AI) tools in four teacher education courses (graduate and undergraduate) within a college of education. The article reviews current literature on AI in education and discusses results from both instructors’ and students’ perspectives. The findings highlight the benefits and challenges of AI integration, including its impact on students’ learning experiences and perceptions. Undergraduate students found AI tools helpful for improving writing and grammar, while graduate students used AI to support research and curriculum development. The study emphasized the importance of ethical AI use, clear guidance from instructors, and the creation of a supportive culture of inquiry. By modeling AI tools and encouraging reflective practice, educators can enhance the learning experience and prepare future teachers to navigate the evolving landscape of AI in education.