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
Technologies That Persist in Mathematics Education Instruction After Emergency Remote Teaching
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In this research study, the authors examined the responses of 63 mathematics teacher educators (MTEs) to see what digital technology tools they used during the COVID-19 pandemic that they continue to use in mathematics or mathematics education classes that support teacher preparation for undergraduate or graduate students. MTEs used mathematical action and conveyance technology, though not exclusively, to increase collaboration, assess their students, organize their course, engage students, record student work, among other purposes and were attracted to these technologies because of their ease of use. These changes have persisted because they positively influenced the teaching, cognitive, and social presence in the MTE’s course or courses.
Editorial: The Complexities of Teaching With Digital Texts for ELA Teachers and Teacher Educators
Virtual Pedagogy, Real Impact: Exploring Zoom-Based Repeated Microteaching Rehearsals in Elementary Science Teacher Preparation
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This study explored the implementation of online repeated microteaching rehearsals (RMTRs) within an elementary science methods course, examining its potential to enhance elementary teacher candidates’ (ETCs) instructional development. The study employed a mixed-methods approach, collecting both qualitative and quantitative data to assess ETCs’ experiences with online RMTRs. Findings indicate that ETCs (n = 283) generally perceived RMTRs as beneficial for refining their teaching skills, increasing confidence, and enhancing engagement. While the iterative nature of RMTRs provided opportunities for progressive improvement, reflection, and adaptation, some challenges were noted, including technical difficulties and cognitive overload. This study contributes to the literature on teacher education by exploring how structured, iterative microteaching experiences can be integrated into online learning environments to support ETCs. Implications for teacher preparation programs and suggestions for future research are discussed.
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.
Transformational Technology Leadership in Higher Education: A Systematic Review of Pedagogical Practice
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This systematic literature review analyzed 13 peer-reviewed articles published between 2010 and 2024 to examine how higher education administrators conceptualized and implemented pedagogical approaches in online and distance education. Drawing on Transformational Leadership Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the review synthesized evidence on leadership practices that foster innovation, collaboration, and faculty development in digital contexts. Findings revealed that intellectual stimulation was the most frequently observed leadership dimension, while technological pedagogical knowledge was the most consistently represented TPACK intersection. Together, these results highlight how academic leaders advance technology integration by inspiring faculty members, supporting professional learning, and shaping inclusive digital learning cultures. Implications are offered for leadership preparation, institutional policy, and future research.
“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.