English/Language Arts Education
Engaging preservice English language arts interns in the analysis of mashups accomplishes two objectives: (a) it brings interns to a deeper understanding of action research and (b) provides a critical media literacy (CML) foundation on which they might build with their own students. In this paper CML is defined and recent literature is synthesized, including a specific focus on mashups and DJ Earworm. The author describes his pedagogical context and procedures for examining research paradigms, exploring qualitative methods, and generating findings while developing a foundation for CML. The paper closes with responses to these procedures and implications for English language arts teacher educators and teachers.
While digital environments can offer convenient, viable options for preservice and inservice teachers to engage in or continue their studies, little is known about teachers’ experiences with and perceptions of various existing online learning spaces. This paper describes an initial investigation using data from a group of preservice and in-service mathematics teachers who interacted by posting their reflections regarding online learning spaces to an asynchronous, electronic discussion board. Inductive qualitative techniques were incorporated to determine which online learning spaces study participants had experienced as well as their perceptions of each. Results are reported in light of possible implications for teacher education, including specific suggestions for additional study of online learning spaces.
In this paper the authors explored the question of collective understanding in online mathematics education settings and presented a brief overview of traditional methods for documenting norms and collective mathematical practices. A method for documenting collective development was proposed that builds on existing methods and frameworks yet is sensitive to the particularities of interaction in an online setting. This study used data from recent projects to further describe and highlight the steps of the proposed method for analyzing collective development in an online setting and to ground discussions of research and practice.
Many schools are beginning to adopt one-to-one computing with the goal of developing students’ 21st-century skills, which allow students not only to learn content but to acquire critical skills (e.g., creativity, collaboration, and digital literacy) that will lead to future careers. Technology offers teachers the ability to transform the quality of instruction—to achieve a more student-centered learning environment, have more differentiated instruction, and develop problem- or project-based learning, and demand higher order thinking skills. A number of barriers and influences have emerged from the findings of this study on teachers’ practice and integration of technology into their classrooms. This study examines how these barriers, both internal and external, influence classroom pedagogy. Using a technology, pedagogy, and content knowledge (TPACK) framework, this paper examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices.
Social Studies Education
In this article, the authors describe a case study approach used to examine the complexities and contradictions of ways teachers perceive and implement technology in a seventh-grade social studies class. The participants in this qualitative research study were a 13-year veteran social studies teacher and the student intern who worked with this teacher during a year-long professional development school experience in a culturally and economically diverse middle grades school. Using interviews and classroom observations, the authors portrayed the beliefs and practices of the two participants in relation to their views of technology and its uses in the classroom. The findings support and deepen current literature and suggest that, although teachers believe that technology can be used to help engage students in thinking critically to promote self-regulated learning and improve literacy skills, such beliefs do not always come to fruition in actual classroom practice.
This essay is a response to both the “Guidelines for Using Technology to Prepare Social Studies Teachers” published in this journal by Hicks, Lee, Berson, Bolick, and Diem (2014) and the rejoinder by Crocco and Leo (2015). The author agrees with Crocco and Leo’s assessment that removing the principal regarding science, technology, and society is concerning, though for different reasons. The technology guidelines should include an examination of the nonneutrality of technology, including the psychological and social effects of technology, as part of this principle. This approach could foster more competent decisions regarding the implementation of digital tools in the social studies curriculum.
This study examines the use of a digital video annotation tool used by beginning in-service secondary science and mathematics teachers in the Teacher Induction Network (TIN). TIN is an online induction program in its ninth year of existence and has served over 180 teachers. The need to provide spaces for beginning teachers to reflect on their practice and seek support of their colleagues is critical to their professional growth. The current study specifically examines the social interactions and potential supports of a video annotation tool (VideoANT) to promote collaborative interactions toward the development of reflective practices. Results suggest that in the absence of additional scaffolding, teachers overwhelmingly used VideoANT to respond to their peers’ teaching practices with praise and agreement. Given the aims and objectives of the induction course, this finding indicates the need to give beginning teachers specific supports and scaffolds to further their development as reflective practitioners. This study adds to the literature on online video clubs for teacher education and identifies changes intended to improve the current design of the video activity in TIN.
This study examined the use of one online social networking tool, NING™, in teacher education, highlighting preservice teachers’ engagement and perceptions of the tool. Data obtained from 91 preservice teachers suggest that they found the multimodal platform useful as a tool to build pedagogic and content knowledge. Responses to surveys and online forums indicated potential benefits of social networking in higher education with preservice teachers indicating that this tool enabled increased control of their learning. Personalization and capacity to control and contribute multimodal responses were seen as effective in developing a learning community in a diverse cohort of higher education students.