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Contemporary Issues in Technology and Teacher Education

March 2021 Volume 21, Number 1


Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 7

  1. Editorial: Rapid Publishing in a Time of COVID-19: How a Pandemic Might Change Our Academic Writing Practices

    Richard Ferdig, Kent State University, United States; Emily Baumgartner, Ohio Northern University, United States; Chrystalla Mouza, University of Delaware, United States; Regina Kaplan-Rakowski, University of North Texas, United States; Richard Hartshorne, University of Central Florida, United States

    With no doubt, our lives are dominated by an abundance of information. This information is easily accessible in the palms of our hands through the proliferation of mobile technologies such as... More

    pp. 1-18

  2. When Robots Invade the Neighborhood: Learning to Teach PreK-5 Mathematics Leveraging Both Technology and Community Knowledge

    Frances Harper, Zachary Stumbo & Nicholas Kim, University of Tennessee, Knoxville, United States

    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... More

    pp. 19-52

  3. A Professional Development Model to Integrate Computational Thinking Into Middle School Science Through Codesigned Storylines

    Quentin Biddy, Alexandra Gendreau Chakarov & Jeffrey Bush, University of Colorado Boulder, United States; Colin Hennessy Elliott, Utah State University, United States; Jennifer Jacobs, University of Colorado Boulder, United States; Mimi Recker, Utah State University, United States; Tamara Sumner & William Penuel, University of Colorado Boulder, United States

    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... More

    pp. 53-96

  4. Analyzing the Development of Science and Mathematics Teachers’ Maker-Centered Philosophy and Instructional Practices

    Shelly Rodriguez, The University of Texas, Austin, United States; Shaunna Smith, The University of Hawai’i System, United States; Jason Harron, Kennesaw State University, United States

    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,... More

    pp. 97-125

  5. The Tip of the Iceberg: Immaterial Labor, Technoskepticism and the Teaching Profession

    Erin Adams, Kennesaw State University, United States; Elizabeth Wurzburg, University of Georgia, United States; Stacey Kerr, St. Jude School, United States

    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... More

    pp. 126-154

  6. From Visible to Understandable: Designing for Teacher Agency in Education Data Visualizations

    June Ahn & Ha Nguyen, University of California, Irvine, United States; Fabio Campos, New York University, United States

    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... More

    pp. 155-186

  7. Perceptions of Administrators’ Support for Grades K-5 Teachers’ Professional Learning with Twitter: What Does It Look Like?

    Talia Nochumson, Oak Knoll School, United States

    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... More

    pp. 187-220