You are here:

Contemporary Issues in Technology and Teacher Education

December 2020 Volume 20, Number 4

Editors

Glen L. Bull; Lynn Bell; Chrystalla Mouza

Search this issue

Table of Contents

Number of articles: 7

  1. Editorial: A Report on the 2020 National Technology Leadership Summit

    Chrystalla Mouza, University of Delaware, United States

    On September 24-25, 2020, national teacher education leaders, editors of educational technology journals, and representatives from the nonprofit sector and industry convened again for the annual... More

    pp. 586-591

  2. Preservice Teacher Commognitive Conflict Around Poetic Discourse in Digital Spaces and Implications for Equitable Teaching

    Karis Jones, New York University, United States

    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 ... More

    pp. 592-617

  3. Does a Technology-Assisted Lesson Study Approach Enhance Teacher Learning While Eliminating Obstacles of Traditional Lesson Study?

    Huang Rongjin, Dovie Kimmins, Jeremy Winters & Gregory Rushton, Middle Tennessee State University, United States

    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... More

    pp. 618-659

  4. Developing Math Knowledge and Computational Thinking Through Game Play and Design: A Professional Development Program

    Hannah Smith, Avery H. Closser, Erin Ottmar & Ivon Arroyo, Worcester Polytechnic Institute, United States

    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. ... More

    pp. 660-686

  5. Qualitative Research on the Influence of Engineering Professional Development on Teacher Self-Efficacy in a Rural K-5 Setting

    Kelly Ficklin, University of North Carolina Pembroke, United States; Michele Parker & Tammy Shaw-Ferguson, University of North Carolina, Wilmington, United States

    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... More

    pp. 687-703

  6. Teacher Self-Efficacy in a Rural K-5 Setting: Quantitative Research on the Influence of Engineering Professional Development

    Michele Parker, University of North Carolina Wilmington, United States; Kelly Ficklin, University of North Carolina Pembroke, United States; Margaret Mishra, University of North Carolina Wilmington, United States

    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... More

    pp. 704-729

  7. Shifting the Gaze: (Mis)Using Actor-Network-Theory to Examine Preservice Teachers’ Uses of Digital Technologies.

    David Hicks, Virginia Tech, United States; Melissa Lisanti, Radford University, United States; Stephanie van Hover, University of Virginia, United States

    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... More

    pp. 730-742