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Contemporary Issues in Technology and Teacher Education

June 2021 Volume 21, Number 2

Editors

Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 10

  1. Editorial: Looking Back and Moving Forward: Technology and Teacher Education After COVID-19

    Chrystalla Mouza, University of Delaware, United States

    With no doubt, the COVID-19 pandemic has generated the largest disruption of education structures. The closure and subsequent move to emergency remote instruction (Hodges et al., 2020) among... More

    pp. 227-230

  2. The Opportunities and Constraints of a Virtual Field Experience During a Global Pandemic for ELA Teacher Candidates’ Learning About Culturally Sustaining Pedagogy

    Melissa Schieble & Jody Polleck, Hunter College-CUNY, United States

    Zeichner and Bier (2015) noted the “opportunities and pitfalls” of the shift toward a greater focus on field experiences in teacher education programs in the United States. In particular, equitable... More

    pp. 231-265

  3. Don’t Talk About it, Be About it: Centering Blackness in a Grammar and Language English Education Course

    Kisha Porcher, University of Delaware, United States

    At the start of the pandemic, a lot of talk occurred about reimagining education, especially since the inception of schooling in America is not built for Black children. Research has examined the... More

    pp. 266-296

  4. Comparison of Peer-to-Peer and Virtual Simulation Rehearsals in Eliciting Student Thinking Through Number Talks

    Carrie Lee, Tammy Lee, Daniel Dickerson, Ricky Castles & Paul Vos, East Carolina University, United States

    Structures such as rehearsals have been designed within mathematics education to engage teacher candidates in deliberate practice of specific teaching episodes before enacting within classroom... More

    pp. 294-324

  5. Theoretically Framing the Pedagogy of Learning to Teach Mathematics With Technology

    Allison McCulloch, University of North Carolina at Charlotte, United States; Keith Leatham, Brigham Young University, United States; Nina Bailey, University of North Carolina at Charlotte, United States; Charity Cayton, East Carolina University, United States; Kristen Fye, University of North Carolina at Charlotte, United States; Jennifer Lovett, Middle Tennessee State University, United States

    Frameworks can influence the work of mathematics teacher educators (MTEs) in many different ways. Frameworks can suggest a structure around which MTEs design instruction, provide a common language ... More

    pp. 325-359

  6. Elementary Preservice Teacher Coursework Design for Developing Science and Mathematics Computational Thinking Practices

    Leslie Suters, Tennessee Technological University, United States

    This paper describes disciplinary computational thinking (CT) interventions within mathematics and science methods courses, an instructional technology course, and a practicum placement for... More

    pp. 360-440

  7. Coding Connections at the Interface of Algebra and Physical World Concepts

    Leslie Suters, Tennessee Technological University, United States; Henry Suters, Carson Newman University, United States; Adam Anderson, Oak Ridge National Laboratory, United States

    This paper describes a 54-hour summer institute for grades 6-12 mathematics and science teachers (N = 19) with a comprehensive approach to preparing teachers to use computational thinking (CT) in... More

    pp. 441-490

  8. STEM Literacy in the Classroom to Enable Societal Change

    Leslie Suters, Tennessee Technological University, United States; Henry Suters, Carson Newman University, United States; Adam Anderson, Oak Ridge National Laboratory, United States

    The STEM Literacy in the Classroom to Enable Societal Change project provided professional development for 24 mathematics, science, and science-technology-engineering-and-mathematics (STEM)... More

    pp. 491-526

  9. Applying a Critical Lens to Teachers' Use of Social Media for Civic Education

    Amy Chapman, Teachers College, Columbia University, United States; Christine Greenhow, College of Education, Michigan State University, United States

    Traditional civic education in the U.S. often does not meet the needs of students. Whether through outdated or uninspiring methods or by functionally disenfranchising students who are not part of... More

    pp. 526-555

  10. Use of an Online Peer Review Tool to Support Feedback and Collaborative Skills in Preservice Teachers

    Sarah Douglas, Michigan State University, United States; Jonte Taylor, The Pennsylvania State University, United States; Douglas Dexter, Dallas Independent School District, United States; David McNaughton, The Pennsylvania State University, United States

    Effective teachers require a variety of skills, including the ability to provide and incorporate feedback from others. Self-review and peer review are two methods that help preservice teachers... More

    pp. 556-579