Most Recent Articles

Just What Online Resources Are Elementary Mathematics Teachers Using?

by Emily J. Shapiro, Amanda G. Sawyer, Lara K. Dick & Tabitha Wismer
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The question of how elementary teachers choose tasks has been widely discussed in the field of education. However, these studies have not adequately addressed the increasing use of online resources by elementary mathematics teachers. The authors of this study surveyed 601 elementary mathematics teachers in the United States to examine the trends in the teacher selection of elementary math tasks from online resources. They discuss the relationship between different websites, various selection criteria used to find mathematics activities, and teachers’ years of experience. They found a significant relationship between number of years teaching and the use of paid resources and the appeal of visual components of an activity, yet they did not find a significant relationship between years of experience and time spent searching online for an elementary math activity. In sum, this project, by closely examining the trends in teacher selection and use of elementary math tasks, sheds new light on the thinly acknowledged issue of the use of websites and tasks by teachers of elementary mathematics.

A Long Arc Bending Toward Equity: Tracing Almost 20 Years of ELA Teaching With Technology

by Katie Rybakova, Mary Rice, Clarice Moran, Lauren Zucker, Maureen McDermott , Ewa McGrail, Stephanie Loomis, Amy Piotrowski, Merideth Garcia, Hannah R. Gerber, Rick Marlatt & Thor Gibbons
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Almost 20 years ago, Pope and Golub (2000) published their seminal work on teaching with technology in English language arts (ELA) classrooms in Contemporary Issues in Technology and Teacher Education Journal (CITE Journal). The purpose of this systematic literature review was to learn how subsequent research about ELA teaching with technology has taken up (or not) Pope and Golub’s ideas in CITE Journal since their initial publication. In addition, the authors were concerned with how articles about teaching and technology use have incorporated thinking about issues of access and equity to digital and online literacies in relationship to Pope and Golub’s principles. Findings of the review are presented and implications are offered for supporting teachers and educational researchers as they enact and study ELA teaching with technology to promote socially just classrooms.

Using Virtual Reality to Augment Museum-Based Field Trips in a Preservice Elementary Science Methods Course

by Jason R. Harron, Anthony J. Petrosino & Sarah Jenevein
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Positioned in the context of experiential learning, this paper reports findings of a virtual reality field trip (VRFT) in conjunction with an in-person field trip involving preservice teachers in an elementary science methods course to a local natural history museum. Findings included that virtual reality (VR) is best used after a field trip to encourage student recall of the experience, but only when done for a limited time to avoid VR fatigue. The types of experiences that preservice teachers thought VR would be good for in their science classrooms included the ability to visit either inaccessible or unsafe locations, to explore scales of size that are either too big or too small, and to witness different eras or events at varying temporal scales. Furthermore, this study uncovered potential equity issues related to VRFTs being seen as a viable alternative if students could not afford to go on field trips. Further research needs to be conducted to better understand the impact of VRFTs on student learning outcomes and take advantage of recent improvements in VR technology.

Barriers to the Effective Use of Technology Integration in Social Studies Education

by Bulent Tarman, Emin Kilinc & Hasan Aydin
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Information and communication technology has been accepted as a powerful tool that transforms education. The emergence of new and innovative uses of technology provides new approaches to social studies teaching. Many governments have invested vast amounts of money to enhance schools with technology and provide them with Internet access to encourage teachers to use these new approaches. However, numerous barriers still need to be considered carefully when technology is used for teaching and learning purposes. This study investigates the views of Turkish social studies teachers about barriers for technology integration into the teaching-learning process. The authors applied a quantitative survey model and administered a 34-item survey to 171 social studies teachers in Turkey. The findings indicated that the most highly identified barriers were mainly external obstacles, such as a lack of technology, restricted Internet access, and a lack of administrative and technical support. Moreover, findings showed no statistical difference between female and male teachers’ perceived barriers, while they found a statistically significant difference between teachers who attended technology-related professional development and those who did not.

Preparing Elementary School Teachers to Teach Computing, Coding, and Computational Thinking

by Stacie L. Mason & Peter J. Rich
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This literature review synthesized current research on preservice and in-service programs that improve K–6 teachers’ attitudes, self-efficacy, or knowledge to teach computing, coding, or computational thinking. A review of current computing training for elementary teachers revealed 21 studies: 12 involving preservice teachers and nine involving in-service teachers. The findings suggest that training that includes active participation can improve teachers’ computing self-efficacy, attitudes, and knowledge. Because most of these studies were fairly short-term and content-focused, research is especially needed about long-term outcomes; pedagogical knowledge and beliefs; and relationships among teacher training, contexts, and outcomes.

A Professional Development Process Model for Online and Blended Learning: Introducing Digital Capital

by Brent Philipsen
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Since information and communication technologies were introduced into education, the number of courses delivered in an online or blended learning (OBL) format has increased significantly. However, not all teachers are experienced in teaching in this new digital environment. While various teacher professional development (TPD) models exist, few target OBL and teachers’ change processes during professional development. Therefore, this article presents a five-phase TPD process model for OBL. The five phases of the model are (a) a need for TPD for OBL, (b) the professional development strategy, (c) the teacher change associated with OBL, (d) the recognition and appreciation of these changes, and (e) the anchoring of the changes made in the teachers’ everyday practice. The model presented can offer a valuable and new approach toward TPD for OBL and introduces the notion of digital capital into TPD for OBL.

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