Most Recent Articles

Computational Thinking: Perspectives of Preservice K-8 Mathematics Teachers

by Elizabeth K. Barlow, Angela T. Barlow & Louis S. Nadelson
Full Article PDF Show Abstract

Advancements in computing have led to increased interest in integrating computational thinking in the K-12 curriculum. Computational thinking can be defined as a problem-solving process with the goal of developing algorithms that can be coded for computer use. With its emphasis on problem solving, the processes associated with computational thinking overlap with those of mathematical thinking, leading to an anticipated reliance on mathematics teachers to teach computational thinking in the K-12 setting. Currently, research related to preservice mathematics teachers’ perceptions of computational thinking is emergent; yet, this research is needed to inform leaders of teacher preparation programs. The purpose of this study was to investigate preservice K-8 mathematics teachers’ views of teaching computational thinking. Participants from three different universities completed an asynchronous, online simulation, responding verbally to prompts related to the importance of and processes for teaching computational thinking to all students. Results demonstrated that participants found value in teaching computational thinking, although the majority either did not connect their ideas specifically to computational thinking or erroneously connected their ideas to mathematical computations and/or technology integration. Further, a large majority of participants demonstrated deficit perspectives of students considered lower achieving. Implications and areas for future work are included.

Editorial: The Metaphor Is the Message: Limitations of the Media Literacy Metaphor for Social Studies

by Lance E. Mason, Daniel G. Krutka & Marie K. Heath
Full Article PDF Show Abstract

In this editorial the authors drew upon metaphor studies to identify limitations of the literacy metaphor, which has become a master metaphor for competency in education, particularly through discussions of media literacy. It considers how the literacy metaphor ignores media forms within media literacy education. Building on the authors’ initial editorial as CITE—Social Studies Education editors and drawing on the work of media ecologists, the authors suggest different avenues for media and technology education that view media as environments.

Use of Online Hybrid Supplemental Teaching in Field-Based Teacher Education Programs

by Hank Bohanon, Wenjin Guo & Christopher Dickman
Full Article Show Abstract

University faculty members who implement field-based teacher education programs experience challenges providing instruction for clinical, site-embedded university-based students. These issues can include a lack of common times to meet with students, limited access to meeting space to provide direct instruction, and changes in the school schedule. A number of these barriers may be addressed by adding elements of online instruction to traditional in-person classes, making the course, in effect, a hybrid one. In this study, the researchers analyzed the perspectives of university-based, special education focused instructors and clinical partners on the barriers, needs, benefits, and content related to implementing hybrid instruction in field-based settings. The hybrid content would supplement special education teacher education candidates’ learning as they developed their skills for supporting students with special needs. Five university faculty members and two field-based PK-12 partners involved in special education teacher preparation participated in in-depth, open-ended phone interviews. Data analysis included identifying themes using a constant comparative qualitative approach. The participants recommended several supports they considered necessary for using technology to teach their students successfully. Rather than a temporary pandemic measure, the authors suggest that hybrid instruction offers a promising approach to support preservice teachers in the field going forward.

Metadata Standards for Educational Objects

by Glen Bull, Steven Greenstein, Joshua Ellis, Sumreen Asim, Ryan Novitski, Elizabeth Whitewolf & Sherry Lake
Full Article PDF Show Abstract

An Educational CAD Model Library (CAD Library) is being developed by collaborating educational associations affiliated with the National Technology Leadership Summit coalition. The CAD Library’s Curators’ Council has developed descriptive metadata fields that will be associated with each educational object published in the library. These fields are designed to facilitate search and discovery of objects by teachers who are increasingly well positioned to use these objects in their instruction due to the increasing presence of school-based makerspaces and the 3D printers, digital die cutters, and other fabrication tools. The publication of these metadata standards makes them available to the members of the educational associations participating in the development of the CAD Library and to other relevant stakeholders for feedback to inform ongoing revisions.

Most Read