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Representations of Practice Used in Mathematics Methods Courses

by Christine K. Austin & Karl W. Kosko
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This preliminary study explored how many representations of standard videos, animations/comics, and 360 videos are being used in mathematics methods courses to teach future teachers. Drawing on knowledge from prior studies on standard videos, this study aimed to address the gaps in literature to encompass other representations that are being utilized and obtained. Analyses show that standard videos are the primary medium being used to teach future teachers in math methods, followed by animations/comics, and then 360 videos. Findings suggest that teacher educators are more likely to use a medium that they are more familiar with than a medium with greater perceived usefulness. Further, findings indicate that teacher educators perceived usefulness and frequency of use as not related to their level of familiarity with all representation types, suggesting more factors are at play.

An Inquiry Into the Possibilities of Collaborative Digital Storytelling

by Stephanie Anne Schmier
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This article explores the possibilities of incorporating collaborative digital storytelling into preservice teacher education to support teachers in learning about their students’ rich perspectives on teaching and learning. Data were gathered in an elementary literacy methods course at a public university in the northeastern United States to explore the possibilities of a digital storytelling collaboration between undergraduate preservice teachers and elementary students. The article concludes with a discussion of ways teacher education researchers and practitioners might utilize digital storytelling to keep record of the ways diverse students experience teaching and learning.

Preservice Elementary Teachers’ Engineering Design During a Robotics Project

by Jiangmei Yuan, ChanMin Kim, Lucas Vasconcelos, Min Young Shin, Cory Gleasman & Duygu Umutlu
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Engineering design provides students with an authentic context to apply science and mathematics to solving problems and motivates them to learn science, technology, engineering, and mathematics (STEM) subjects. Thus, teachers need to experience and become familiar with engineering design. However, little is known about how preservice teachers learn to do engineering design work. This study examined the engineering design practices of preservice teachers as they worked on a technology-enhanced design activity. The authors video-recorded a group activity in which preservice teachers designed, built, and programmed robots and then analyzed their discourse using verbal protocol analysis. The authors examined what design activities were practiced and how they were practiced and analyzed design-related conversational moves, which yielded an understanding of how preservice teachers collaboratively constructed knowledge during their engineering design process. The findings showed that preservice teachers frequently generated ideas to solve problems and evaluated their ideas. Their least frequent activities were judging the feasibility of solutions and modeling. Furthermore, they seldom disagreed with their partners after an idea was generated. Suggestions for preparing preservice teachers to incorporate engineering design into K-12 classrooms include providing engineering design opportunities, exposing preservice teachers to design examples, and creating design tasks that require the application of science and mathematics knowledge.

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
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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.

What’s Being Taught? An Analysis of Corporate EdTech Certification Programs

by Todd Cherner, Alex Fegely, Lynsey Heffner & Cory Gleasman
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Corporate EdTech Certification Programs (CECPs) have the potential to disrupt the traditional ways professional development has been offered to teachers. With large companies creating CECPs to demonstrate the ways their products can be used for educational purposes, this study utilized a content analysis methodology to analyze which knowledge bases from the Technology, Pedagogy, and Content Knowledge (TPACK) framework were being integrated into CECPs. Overall, the knowledge bases that included technological knowledge were emphasized, and the ones connected to content knowledge were seldom addressed, if at all. The study is first contextualized, followed by a description of its methodology before reporting findings. The implications section identifies the collective strengths, weaknesses, opportunities, and threats of the CECPs before concluding with recommendations for stakeholders to improve and use CECPs for educational purposes.

Can You Picture This? Preservice Teachers’ Drawings and Pedagogical Beliefs About Teaching With Technology

by Denise Lindstrom, Gwen Jones & Jeremy Price
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This study was conducted in the context of an introductory three-credit course in a master of arts and teacher certification program offered at a large land grant public university in the U.S. Mid-Atlantic region. Researchers examined preservice teacher drawings of teaching with technology and their reflection on their drawings to identify their pedagogical beliefs. Unlike prior research that shows classroom technology is mainly used by the teacher, most of the drawings in this study depicted students using handheld technology, an indication of more student-centered teaching. However, analysis of preservice teacher descriptions of the drawings shows that change in preservice teacher depictions of teaching with technology is likely the result of more ubiquitous access to handheld technology in K-12 schools rather than a change in pedagogical beliefs. The researchers suggest that teacher educators should work to develop preservice teachers’ technological pedagogical content knowledge to facilitate technology integration to support constructivist teaching practices.

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