Search results for author:"Julie Amador"
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Teacher Educator Vol. 50, No. 2 (2015) pp. 109–126
The purpose of this study was to understand what preservice teachers and knowledgeable others professionally notice as they engaged in repeated cycles of a modified version of lesson study, as a component of a field experience in a teacher education ...
Internet and Higher Education Vol. 21, No. 1 (April 2014) pp. 9–16
The influx of technology into institutions of higher education has demanded changes to the traditional support structures at colleges and universities. Higher education students are using technology as a means to communicate with, and seek help from,...
Journal of Technology and Teacher Education Vol. 26, No. 1 (January 2018) pp. 149–172
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 multi-media platforms: LessonSketch or GoAnimate. We ...
Educational Technology Research and Development Vol. 63, No. 6 (2015) pp. 809–829
This study seeks to inform teacher preparation programs regarding technology integration by understanding (1) relationships between tasks with specific technologies and pre-service teachers' critical thinking about technology integration and (2)...
Journal of Technology and Teacher Education Vol. 24, No. 3 (July 2016) pp. 281–307
Teacher educators use a multitude of technological sources to enhance teachers? learning. More specifically, many teacher educators incorporate video as a tool for supporting preservice teachers to analyze noticing of pivotal classroom interactions; ...
Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing
Journal of Technology and Teacher Education Vol. 24, No. 2 (April 2016) pp. 127–151
This paper explores the use of animations as an approximation of practice to provide a transformational technology experience for elementary mathematics preservice teachers. Preservice teachers in mathematics methods courses at six universities (n...
Mathematics Teacher Education and Development Vol. 17, No. 2 (2015) pp. 25–44
The incorporation of animation in mathematics teacher education courses is one method for transforming practices and promoting practice-based education. Animation can be used as an approximation of practice that engages preservice teachers (PSTs) in ...
Preservice Teachers’ Creation of Dynamic Geometry Sketches to Understand Trigonometric Relationships
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 3 (September 2018) pp. 494–507
Dynamic geometry software can help teachers highlight mathematical relationships in ways not possible with static diagrams. However, these opportunities are mediated by teachers’ abilities to construct sketches that focus users’ attention on the...