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Teaching Science via Computational Thinking? Enabling Future Science Teachers’ Access to Computational Thinking

by Ugur Kale, Ashley Kooken, Jiangmei Yuan & Abhik Roy
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Despite the increasing number of coding initiatives to promote computational thinking (CT), their main focus on in-service teachers in large school districts of the big cities far from exemplifies opportunities for preservice teachers (PSTs) to learn how to promote it in rural elementary school settings. As a preliminary step, this research examined how a specific workshop, designed to infuse CT in a science methods course, influenced PSTs’ motivation, skill, and usage access to CT. A pre- and post-test quasi-experimental design guided the research. The two intact classroom sections of an elementary education science method course (N=43) were randomly assigned to either a control group or an experimental group. After the covariates were controlled for, attending the workshop increased PSTs skill and usage access as well as their likelihood to incorporate CT in their lesson modifications. PSTs’ deeper discussion of CT processes and affordances of CT in relation to the phases of 5E Model is essential to helping them connect CT to the science pedagogy.

Open and Useful? Exploring the Science Education Resources on OER Commons

by Joshua M. Rosenberg
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Though science teachers use curricular materials from a range of sources, the nature of the science education materials that exist in the public domain or that are licensed for free use has not been the focus of much prior research. In this study, Open Educational Resources (OER) that can be accessed through the OER Commons platform were examined in terms of their characteristics and use using public Internet data mining methods. The author evaluated 8,937 life science, physical science, and applied science resources in terms of their material type, grade level, license type, number of endorsements by approved organizations (e.g., a state department of education), alignment with the Next Generation Science Standards (NGSS), and number of views. Many resources were readings and laboratory investigations, and most were for postsecondary science classes, though many were intended for high school, middle school, and elementary classrooms. Relatively few resources were endorsed, and fewer still were explicitly aligned with the NGSS, suggesting the need for greater alignment of standards across states. To provide a richer set of accessible curricular resources for educators, several implications for practice and policy are considered.

Preparing Preservice Teachers for Residency Through Alternative Fieldwork Experiences

by Karen Gregory, Gretchen Oliver & Seema Rivera
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This action research project investigates technology-enhanced forms of clinical experience in an online Master of Arts program in Teaching English to Speakers of Other Languages. The three research questions were as follows: (a) What representations of practice do preservice teachers (PSTs) notice while observing others teach via purposely selected video lessons; (b) how do PSTs make connections between the representations of practice they identified in these observations and pedagogical theories they have learned in their methods courses; and (c) how do PSTs decompose the teaching practices they view in video observations with others in online discussion forums? Analysis of the data revealed that PSTs most often noted teacher actions related to developing a positive classroom culture, classroom management, and best practices for English learner instruction. Through their asynchronous online discussions and written reflections, PSTs developed a better understanding of best practices for teaching English learners, in which they were able to conceptualize and actualize abstract constructs from their methods courses such as trust-building, culturally responsive teaching, the zone of proximal development, and funds of knowledge, while also making theoretical constructs actionable through their shared observation experience and online discussions. Findings indicate that the implementation of video-based fieldwork along with collaborative online discussion may help PSTs to better understand the complex constellation of actions and decisions that lead to effective pedagogy for English learners.

Examining Spaces for Integrating Physics and Computing Through Classroom Inquiry

by Colby Tofel-Grehl, Kristin Searle, Douglas Ball & Soojeong Jeong
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As computing becomes an essential component of professional practice across science, technology, engineering, and mathematics (STEM) fields, integration of computing across content areas in K-12 classrooms is also becoming important. Particularly within science classrooms, computer science and computational thinking (CS/CT) are novel and necessary skills for modeling, working with data, and other foundational science skills. Finding ways to engage students in practicing and learning CT within authentic science learning is challenging for most teachers. In this article, the authors report on one teacher’s efforts to engage high school students in maker-based physics education, integrating computational thinking by designing and building escape rooms. Escape rooms are puzzle rooms,  wherein participants solve a series of linked puzzles to “escape” a locked room. The puzzles were a year-end activity and utilized the physics content students learned throughout the school year. The authors conducted a text analysis of student reflective journals and teacher reflections to understand the affordances and challenges for students with engaging CS/CT in their science class. Findings indicated high levels of student satisfaction with their puzzles and varying degrees of challenge when coding the microprocessors. Students believed that being able to code responses to physics phenomena enriched their peers’ experiences of learning physics.

Preservice Teachers Identifying High Leverage Practices Within Virtual Field Experiences

by Sarah Watt & Jason Abbitt
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An exploratory, within-subject study examined the extent to which 34 preservice teachers noticed the implementation of high-leverage practices (HLPs) in special education classrooms within three virtual field experiences (VFEs). The purpose of this study was to examine the extent to which preservice teachers could accurately identify HLPs across a variety of classroom settings that embedded different instructional models (i.e., explicit teaching versus inquiry-based models). Overall findings indicated that preservice teachers consistently observed strategies to promote active engagement with high accuracy and observed the implementation of cognitive strategies and scaffolded instruction with low accuracy. Furthermore, preservice teachers identified HLPs with this highest accuracy within classrooms using explicit instructional settings. Implications for teacher educators on how to scaffold VFEs to promote accurate identification of HLPs across settings are provided.

Computational Thinking: Perspectives of Preservice K-8 Mathematics Teachers

by Elizabeth K. Barlow, Angela T. Barlow & Louis S. Nadelson
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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.

Initial Teacher Preparation Faculty Views and Practices Regarding E-Professionalism in Teacher Education

by Cordelia Zinskie & Marlynn Griffin
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This study analyzed initial teacher preparation faculty views and practices regarding e-professionalism (professionalism in online environments) in teacher education with an emphasis on social media. While most faculty participants agreed that social media use should be addressed with preservice teachers, few actually addressed e-professionalism in their courses or field experiences. Faculty participants were also divided on whether social media policies were needed and whether inappropriate use of social media should be considered an ethics violation. A lack of professionalism when using social media may have implications for future employment opportunities as a teacher; therefore, suggested components of an e-professionalism curriculum are provided.

Editorial: ChatGPT: Challenges, Opportunities, and Implications for Teacher Education

by Torrey Trust , Jeromie Whalen & Chrystalla Mouza
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Interest in Artificial Intelligence (AI) has increased dramatically since the launch of ChatGPT in November 2022. While ChatGPT has captured the imagination of students and educators alike, several concerns have also emerged. In this editorial, we first discuss challenges and opportunities associated with the use of AI in K-16 Education broadly. We argue that the best way to address challenges and inappropriate uses of AI is by focusing on inclusion rather than exclusion. Thus, we discuss potential uses, risks, misuses, and opportunities associated with ChatGPT. We conclude with implications for teacher education, providing a series of recommended AI integration practices for teacher educators.

Editorial: Design Pillars for Technology-Infused Teacher Preparation Programs

by Kevin J. Graziano, Teresa S. Foulger & Arlene C. Borthwick
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This introductory editorial is a brief explanation of the history that led to the special issue of Contemporary Issues in Technology and Teacher Education – General Section. It discusses the difference between technology infusion and technology integration. It then expands on Foulger’s (2000) four pillars to a technology-infused teacher preparation program, and the special issue includes four articles that individually examine each pillar. These pillars include the following: (a) technology integrated curriculum, (b) modeled experiences, (c) practice with reflection, and (d) technology self-efficacy. Written by 19 authors who are considered experts in the field of educational technology, this special issue offers practical guidance and recommendations to assist teacher educators with program development that supports technology infusion and prepares preservice teachers and in-service teachers to use technology effectively.

Curriculum Design for Technology Infusion: A Continuous Collaborative Process

by Melissa Warr, Shannon O. S. Driskell, Elizabeth Langran, Chrystalla Mouza & Denise A. Schmidt-Crawford
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In this article, the authors discuss technology integration curriculum in teacher preparation programs, focusing on key elements of both the curriculum and curriculum development process. Specifically, they highlight the need to develop a coherent teacher preparation program founded on shared values and practices and responsive to change. When considering technology in the teacher preparation curriculum, this means integrating technology content and practices throughout the program. Research is discussed on the efficacy of touchpoints, or opportunities for integrating technology in the teacher preparation curriculum, including technology-focused and subject-specific courses and opportunities for practicing teaching with technology in field experiences. Finally, key elements of a technology infusion approach are highlighted and program design incorporating a continuous, collaborative process is suggested to support ongoing improvements to effective technology infusion.

Design Principles for Modeled Experiences in Technology-Infused Teacher Preparation

by Yi Jin, Jon M. Clausen, Angela Elkordy, Kiersten Greene & Michael McVey
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Modeling is a widely adopted and frequently used strategy to prepare teacher candidates for technology integration. However, whether modeling as a strategy alone is enough for technology-infused teacher preparation programs is questionable. Therefore, the purpose of this paper is to describe an investigation of how teacher educators model technology use in various settings. Our research utilized an integrative literature review methodology to establish search and inclusion criteria. The authors initially screened 674 papers published between 2012 to 2022. A secondary review included 65 articles for full-text analysis. Results show that ample empirical evidence demonstrates the positive impacts of modeling while simultaneously emphasizing that modeling alone is not enough. Furthermore, there are quantitative and qualitative disparities in the modeling practices of faculty and cooperating teachers. Overall, the literature review underscores the need for a more intentional approach to designing learning experiences that model technology integration. The authors summarize a review of literature as research-based design principles, implementation strategies, and competencies teacher educators need to be excellent at modeling. The design suggestions will be helpful for program designers, teacher educators, and those supporting field experiences who wish to contribute to building technology-infused teacher preparation programs.

Technology Infusion and the Development of Practice: The Quest to Create Digitally Able Teachers

by Debra R. Sprague, Nicole M. Zumpano, Jayson W. Richardson, Jo Williamson & Lucy Gray
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The third pillar of technology infusion is practice, providing numerous opportunities in multiple settings for teacher candidates to practice teaching with technology and to reflect on their experiences. Drawing from sociocultural theories of learning and change, this article offers a theoretical justification of this pillar and unpacks how infusing practice-based technology preparation will improve new teachers’ ability to use technology in their classrooms. The authors discuss multiple types of practice, both in the teacher education courses and in K-12 field experiences. They argue that teacher preparation programs have been shifting to practice-based approaches for over a decade. However, not all preparation programs have adopted practice-based approaches that support the vision of a technology infusion approach. The article concludes with a discussion of design recommendations for practice elements of technology-infused programs needed for success.

Teacher Self-Efficacy in Technology Integration as a Critical Component in Designing Technology-Infused Teacher Preparation Programs

by Mia Kim Williams, Rhonda Christensen, Dennis McElroy & David Rutledge
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This article focuses on factors related to supporting the development of teacher candidates’ self-efficacy as critical components in designing technology-infused teacher preparation programs. Through a synthesis of relevant literature, the authors present information about elements influencing teacher self-efficacy in technology integration (TSEinTI) such as environments, attitudes, beliefs, intentions, support, policies, and resources. Findings describe the connection of TSEinTI to the experiences in teacher preparation programs through which teacher candidates gain the necessary knowledge, skills, and dispositions to enable the successful integration of technology in their future classrooms. Additionally, findings reveal the influence of program culture that can support teacher candidates’ growth as they progress through a technology-infused approach to teacher preparation. The authors summarize recommendations for teacher preparation programs in the context of designing program-wide and program-deep technology-infused experiences to support the growth of candidates’ teacher self-efficacy in technology integration.

Learning Mathematics with Mathematical Objects: Cases of Teacher-Made Mathematical Manipulatives

by Steven Greenstein & Eileen Fernández
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Access to maker technologies has catalyzed and amplified the possibilities for creating physical materials that are responsive to the needs of students. Opportunities for design and fabrication of original mathematics manipulatives have been incorporated into the teacher education program at Montclair State University. Participating preservice elementary teachers design and make original mathematics manipulatives. Three case studies examine ways in which this process enhances students’ mathematical reasoning, sense-making, and understanding. The designs created are made available through links to the open source Educational CAD Model Repository, enabling others to replicate the objects described.

 

Editorial: Design Implications for Technology-Infused Teacher Preparation Programs

by Teresa S. Foulger, Kevin J. Graziano & Arlene C. Borthwick
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In this concluding editorial, the editors summarize design considerations, as presented by the coauthors of the articles in this special issue, for the four pillars of a technology-infused teacher preparation program: (a) technology integration curriculum, (b) modeled experiences, (c) practice with reflection, and (d) technology self-efficacy. They then offer additional, practical suggestions on how to initiate technology infusion in preparation programs and briefly discuss an adoption process to influence change toward an infused-technology approach that involves higher education, PK-12, and other stakeholders.