In the United States, teachers are expected to analyze data to inform instruction and improve student learning. Despite investments in data tools, researchers find that teachers often interact with data visualizations in limited ways. Researchers have called for data interpretation training for preservice teachers to increase teachers’ interactions with data visualizations, but training alone may not be enough to spur pedagogical insights. Research suggests that helping teachers build personal connections with data may foster their own agency. However, little is known about how to provide agency-developing experiences for teachers more efficiently that respect both the time and resource constraints that teachers face in their daily work. This article presents a design experiment that explored whether giving preservice teachers the choice of which data to visualize impacted their connections with data. When compared with a control group who were not offered the chance of choosing their data (but only received data interpretation training), the authors found that participants who experienced the agency intervention reported a deeper connection with the underlying meanings of educational data. This intervention provides foundational evidence that facilitating agency-developing experiences may help educators to develop deeper sensemaking about educational data.
This article describes a professional development (PD) model, the CT-Integration Cycle, that supports teachers in learning to integrate computational thinking (CT) and computer science principles into their middle school science and STEM instruction. The PD model outlined here includes collaborative design (codesign; Voogt et al., 2015) of curricular units aligned with the Next Generation Science Standards (NGSS) that use programmable sensors. Specifically, teachers can develop or modify curricular materials to ensure a focus on coherent, student-driven instruction through the investigation of scientific phenomena that are relevant to students and integrate CT and sensor technology. Teachers can implement these storylines and collaboratively reflect on their instructional practices and student learning. Throughout this process, teachers may develop expertise in CT-integrated science instruction as they plan and use instructional practices aligned with the NGSS and foreground CT. This paper describes an examination of a group of five middle school teachers’ experiences during one iteration of the CT-Integration Cycle, including their learning, planning, implementation, and reflection on a unit they codesigned. Throughout their participation in the PD, the teachers expanded their capacity to engage deeply with CT practices and thoughtfully facilitated a CT-integrated unit with their students.
This paper reports an analysis of the work of teaching in the wake of the profound and swift transformation of the educational landscape due to the global crisis of Covid-19 as well as concrete suggestions for teachers and teacher educators related to the labor they are expected to perform. Ultimately, the aim of this article was to discuss how understanding the immaterial labor of teaching, the labor that creates value but is often intangible and unseen, can prepare teachers to recognize and possibly resist what might get counted as best practices in the new normal that is and is to come. The authors use the concept of immaterial labor to expand on and complement technoskepticism, a recognition that technology is not neutral and has exploitive and antidemocratic tendencies and, therefore, must be approached with appropriate caution.
This mixed-methods study investigated support for Grades K-5 teachers’ learning with Twitter. As more teachers turn to the Twitter microblogging service as an online space for professional development (PD), it is important to understand how and if teachers believe school administrators’ support their use of Twitter for teacher PD. Key findings from this study revealed that two thirds of participants considered their administrators to be supportive of Twitter for their PD. Support was perceived when administrators, including superintendents and principals, were (a) active Twitter users and (b) encouraged teachers to share what they had learned on Twitter. However, some participants expressed feeling discouraged by administrators who seemed mostly interested in maintaining the status quo in their schools. Support from administrators may help teachers critically evaluate information they learn from Twitter and ensure its alignment with evidence-based teaching practices, skills that are necessary in an era with an abundance of easily accessed information. In consideration of the COVID-19 pandemic, school leaders and policymakers may want to consider their support for teachers’ use of Twitter as a legitimate resource for professional learning, especially for ideas related to remote teaching and online learning.
This study explored how prospective elementary teachers developed mathematics teaching that used the cultural, linguistic, and cognitive resources from home and community settings to promote learning school mathematics with robotics. Drawing on lesson planning artifacts and written reflections following lesson enactments, the authors describe how prospective teachers made progress toward more equitable mathematics teaching by connecting mathematics learning and robotics, leveraging community funds of knowledge in mathematics instruction with robotics, and designing for transdisciplinary connections. Analyses showed how robotics can support planning for a range of elementary mathematics concepts – including counting, multiplicative reasoning, distance, and sequence – and may encourage leveraging students’ sense of place to make mathematics learning more accessible for every student. These findings suggest that mathematics teacher educators and teachers should consider using innovative tools not typically seen in classrooms, such as robotics, in mathematics instruction as they work to support a focus on reasoning and sense making and make connections to children’s community and cultural funds of knowledge.
Making is an iterative process of designing, building, tinkering, and problem-solving, resulting in the creation of personally meaningful artifacts. Fueled by recent developments in affordable, safe, and easy to use digital fabrication technologies, making has been embraced by educators the world over. While educational scholarship is developing an increasingly complex understanding of the practices and pedagogies needed to support making in the classroom, there has been limited research associated with the preparation of teachers and their development of maker-centered instructional practices. In this embedded case study, the authors examined artifacts produced by 13 secondary preservice and in-service science, technology, engineering, or mathematics (STEM) classroom teachers engaged in long-term maker professional development as part of a microcredentialing program. Analysis of these artifacts uncovered an array of motivations for engaging with classroom making, illustrated how participants implemented their maker philosophies in secondary STEM classrooms, and suggested the need for additional research on and models of maker-centered programs in teacher preparation.
This paper responds to the recent call for technoskeptical or critical studies of educational technology in the classroom. The authors intentionally push against more established theoretical frameworks used in the field of teaching with technology by testing Latour’s Sociology of Translation or Actor-Network-Theory (ANT) to shift the gaze away from solely knowledge-based or dispositional accounts of teachers’ use of digital technologies within the social studies. When used alongside qualitative methods, ANT sensibilities open up an analytical middle ground between sociocultural and sociomaterial perspectives to help illuminate new perspectives regarding how certain forms of digital technologies are favored over other technologies by social studies preservice teachers within the contexts of their internship classrooms over time and space.
This study used the commognitive framework (Sfard, 2009) to study the learning of preservice teachers in a collaborative digital environment, examining a case of commognitive conflict around using informal and multimodal representations to discuss poetry as opposed to formal academic English. The analysis shows the complexity of power relationships around language use in collectively owned online spaces and the difficulty of shifting the leading discourse when teachers step back and allow students to drive digital discussions.
To address obstacles of adopting lesson study at scale, this study investigated how a technology-assisted lesson study (TALS) approach could remove the obstacle of scheduling while retaining positive effects of traditional lesson study (LS). The TALS approach involves embedding lesson study within teachers’ normal schedules, videotaping the research lessons using Swivl, and asychronously reviewing annotated videos of research lessons before debriefings facilitated by a mathematics specialist through Zoom. A TALS with two third-grade teachers was conducted. Analysis of the data, including lesson plans, research lesson videos, debriefing session videos and interviews with the teachers and the specialist, revealed that, as a traditional lesson study typically does, the research lesson was improved significantly. The participating teachers learned how to implement reform-oriented mathematics teaching through making critical alignments in sharpening learning goals, improving task design, and better orchestrating student work. Participating teachers and the specialist highlighted that the TALS provides teachers the opportunity to conduct LS without missing their own classes, examine student thinking in depth, and review and discus lessons critically. The unique contribution of the study is discussed.
The Game Play and Design Framework is a project-based instructional method to engage teachers and students with mathematics content by utilizing technology as a vehicle for game play and creation. In the authors’ prior work, they created a technology tool and game editing platform, the Wearable Learning Cloud Platform (WLCP), which enables teachers and students to play, create, and experience technology-augmented learning activities. This paper describes a 14-week Game Play and Design professional development program in which middle school teachers played, designed, tested, and implemented mathematics games in the classroom with their own students. Examples are included of teacher-created games, feedback from the students’ experience designing games, and evidence of student learning gains from playing teacher-created games. This work provides a pedagogical approach for educators and students that utilizes the benefits of mobile technologies and collaborative learning through games to develop students’ higher-level thinking in STEM classrooms.
As part of an embedded mixed-method study, qualitative research was conducted to understand how Engineering Is Elementary (EiE) professional development influenced the self-efficacy of K-5 elementary teachers required to teach engineering in a rural school in Southeastern, North Carolina. In fall 2016, proportional stratified sampling was used to select 14 teachers by grade level and specialty area who participated in EiE training. Teachers were interviewed to obtain in-depth information about their perceived self-efficacy. The interviews were transcribed and analyzed for content by person, by interview questions, and across all interviews using narrative data analysis methods. The data showed three themes: (a) teachers feel preparation programs lack STEM training, (b) integrating engineering is achievable in the K-5 classroom, and (c) professional support is an issue in improving this engineering initiative. The results demonstrated how elementary educators’ self-efficacy evolved while engaging in professional development to prepare to teach engineering. Implications for educational practice and research are provided.
This study investigated the influence of Engineering Is Elementary (EiE) professional development on teachers’ self-efficacy of integrating engineering into the K-5 curriculum in a rural school district in southeastern North Carolina. In fall 2016, the researchers conducted an embedded mixed-method study. The focus of this paper is the quantitative aspect of the study, which involved using the engineering components of the T-STEM survey to measure teachers’ self-efficacy via Qualtrics. The survey was used to compare teachers’ self-efficacy before and following EiE professional development and 4 weeks after the last EiE intervention. Forty-three teachers completed these online questionnaires. Across the three intervals, the results of the repeated measures were statistically significant. There were increases in teachers’ (a) engineering teaching efficacy and beliefs, (b) engineering teaching outcome expectancy, and (c) engineering instruction. Teachers’ self-efficacy toward engineering was likely influenced by EiE professional development. The findings suggest that elementary teachers’ self-efficacy about integrating engineering into the curriculum can increase by offering EiE professional development over time. This study can help inform future education policy, practice, and research.