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Journal of Technology and Teacher Education

January 2018 Volume 26, Number 1

Editors

Richard E. Ferdig

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Table of Contents

Number of articles: 8

  1. Technological supports for practice-based teacher education

    Daniel Chazan, University of Maryland, United States; Patricio Herbst, University of Michigan, United States; Elizabeth Fleming & Dana Grosser-Clarkson, University of Maryland, United States

    This piece introduces the seven articles that make up the this special issue on Technological Supports for Practice-Based Teacher Education. It offers questions and reflections on the current... More

    pp. 5-11

  2. Learning to Notice and Name Students’ Mathematical Strengths: A Digital Experience

    Nicole Bannister, Clemson University, United States; Crystal Kalinec-Craig, University of Texas-San Antonio, United States; Diana Bowen, University of Maryland, United States; Sandra Crespo, Michigan State University, United States

    In this article the authors discuss the process of designing a digital experience to support prospective teachers to learn to enact an equity-based complex practice of mathematics teaching, namely ... More

    pp. 13-31

  3. Supporting prospective secondary mathematics teachers in creating instructional explanations through video based experience

    Orly Buchbinder, University of New Hampshire, United States

    Explaining is one of the fundamental teaching practices. Yet, much is still unknown about the ways is which pre-service secondary teachers (PSTs) learn to create instructional explanations. Even... More

    pp. 33-56

  4. Using Mixed Reality Simulations to Prepare Preservice Special Educators for Collaboration in Inclusive Settings

    Melissa Driver & Kate Zimmer, Kennesaw State University, United States; Kristin Murphy, University of Massachusetts Boston, United States

    Preservice special education teachers need to understand how to navigate multiple collaborative relationships in inclusive settings. In order to effectively prepare teacher, preparation programs... More

    pp. 57-77

  5. Design Perspectives for Making Animated Stories of Instruction: The Case of Promoting Teacher Noticing of Students’ Prior Knowledge

    Gloriana Gonzalez, University of Illinois at Urbana-Champaign, United States; Anna DeJarnette, University of Cincinnati, United States

    The availability of technological resources for designing animations opens new possibilities for teacher education. However, there are limited examples illustrating the process of designing and... More

    pp. 79-102

  6. The role of simulations for supporting professional growth: Teachers' engagement in virtual professional experimentation

    Amanda Milewski, Patricio Herbst, Emanuele Bardelli & Carolyn Hetrick, University of Michigan, United States

    There is growing interest in the field of education for leveraging emerging digital technologies to support teachers' learning in online or blended settings. This paper builds on Clarke and... More

    pp. 103-126

  7. Using Technology in Representing Practice to Support Preservice Teachers’ Quality Questioning: The Roles of Noticing in Improving Practice

    Janet Walkoe & Daniel M. Levin, University of Maryland, United States

    Calls for a “practice-based” approach to teacher education have become common in scholarship on teacher education, and preservice-teaching (PST) mathematics programs are increasingly heeding this... More

    pp. 127-147

  8. Preservice Teachers’ Questioning: Comparing Platforms for Practice-Based Teacher Education

    Tracy Weston, Middlebury College, United States; Karl Kosko, Kent State, United States; Julie Amador, University of Idaho, United States; Anne Estapa, Iowa State University, United States

    In this mixed methods study, we used a convergent parallel design to create and analyze a task that was implemented across four US institutions with 99 preservice teachers (PSTs) using one of two... More

    pp. 149-172