Contemporary Issues in Technology and Teacher Education (CITE) (Math…
Contemporary Issues in Technology and Teacher Education (CITE)
Teacher's Self-efficacy of tech use in the classroom
Specialized science content course that utilized a mobile technology-based physics curriculum
improvement after study of self-efficacy
implementation of enhanced science curriculum through use of iPads,
higher confidence, interactivity & engagement
Use of video and audio recordings to aid in reflections written by preservice science teachers (Calandra, Brantley-Dias, Yerby, & Demir, 2018)
Use of video to record new elementary school science teacher instructions evaluate current practices and understandings of disciplinary content, learning standards, and pedagogical knowledge (Hamel, Viau-Guay, Ria, & Dion-Routhier, 2018).
In Elementary School, lower order thinking tech (teacher delivered presentations) presented at beginning of lessons and higher order tech (student created presentations) used at the end of lessons (Polly & Binns, 2018)
Can STEM and non-STEM teachers are able to incorporate technology in STEM courses successfully with sufficient professional development?
Provided PD: how to teach integrated STEM Modular Learning Activities (MLAs)
aligned with the Common Core mathematics standards and the Next Generation Science Standards (NGSS)
results show non-STEM and STEM teachers alike in this study were able to successfully incorporate technology in NGSS-aligned integrated STEM lessons
no statistically significant difference between STEM and non-STEM instructors for all except two MLAs
The two MLAs that did reveal a statistically significant difference were more technical—Set Up and Computer Aided Design/Computer Aided Manufacturing Systems (CAD/CAM)
American Innovations in Content Areas: STEM
Authentic Problems & Projects
Challenges & Barriers
Subjects taught individually-no cross-curricular integration
Leaving Comfort Zone
Teacher Buy In
increasing access to STEM learning by introducing PBL workshops at Boys & Girls Club (Adams, Burns, & Martin-Hansen, 2018)
Overcoming Math Anxiety through Different Instructional Practices
Flipped Learning with teacher-created videos
GREATEST DECREASE in mathematics anxiety & in teaching mathematics anxiety
better aligned with course content and activities
helping students feel prepared and more confident before entering the classroom
Flipped Learning with Khan Academy videos
some teachers struggle with evaluating effective technological tools for the mathematics classroom (Smith, Shin, Kim, & Zawodniak, 2018).
Computational Thinking (CT)
Developed PD course for teachers to become efficient in computational understanding
case study analysis of TCs’ online discussions and reflection assignments of the course,
themes in their learning about and attitudes toward CT in mathematics teaching and learning
Standards for Preparing
Teachers of Mathematics (SPTM
Video-Enhanced Analysis for Preparation (Santagata & Taylor, 2018)
allowed some participants to watch videos of students thinking and learning to help with their designing and planning of instruction
Video as a tool in PD sessions to allow teachers to see "theory-to-practice in action" (Seago, Koellner, & Jacobs, 2018)
Call for Proposals for 21st Century English Education & Connected Learning
pursuing a personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them
learning IS DONE BEST when students are actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments.
fundamentally different mode of learning than education centered on fixed subjects, one-to-many instruction, and standardized testing
learner needs are valued more, as learning focuses on accessibility, engagement, and freedom of pace (West-Puckett, Smith, Cantrill, & Zamora, 2018)
A desire for preservice teachers to connect with current teachers to gather information on "authentic learning experiences" through digital third spaces (Moran, 2018)
Building professional learning networks through Twitter and other social media sources (Hsieh, 2018).
Educators find encouragement when they consider how technology allows educators to interect in new ways and develop more PD from these interactions (Mirra, 2018).
Connected Learning Alliance
Social Studies Education
Publication of College, Career, and Civic Life (C3) Framework for Social Studies State Standards
an additional model for how to understand, plan, and implement inquiry based instruction
not easily implemented
trend: cutting the amount of planning time teachers use to come up with meaningful activities for student to be inquiry based in Social Studies
overly time consuming and intense
Social Networking Sites (SNSs)
Photoblog Humans of New York (HONY)
promoting conversation & research
Mobile Carts & iPads
Minnesota legislature passed a statues stating all teacher preparation programs must include training teachers with the knowledge and skills for delivering digital and blended learning lessons, but research for effective teacher guidance in these practices was (and still is) limited (Stevens, Borup, & Barbour, 2018).
Two (successful) case studies for blended learning in social studies
"students engaged in research they used to create websites related to the U.S. Civil Rights Movement" (Scheuerell & Jaeger, 2015).
"a study of ways Twitter was used by teacher candidates to explore how that application could be used by secondary students to learn about the involvement of women in globalization and education" (Krutka, Nowell, & Mcmahon, 2017).
most transformative when paired with guided inquiry (Stevens, Borup, & Barbour, 2018)
Use of TPACK Framework
Use of RAT Framework
Social Studies Education