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Contemporary Issues in Technology and Teacher Education

December 2022 Volume 22, Number 4


Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 7

  1. Editorial: Rethinking Equity in EdTech Teacher Preparation

    Chrystalla Mouza, University of Illinois at Urbana-Champaign, United States

    As schools worldwide continue to navigate the lingering effects of the COVID-19 pandemic, issues around equity, ethics and critical uses of technology have taken a more prominent role in current... More

    pp. 621-624

  2. Inviting Critical Literacies Into an Online Literacy Clinic During the Dual Pandemics

    Rebecca Rogers & Meredith Labadie, University of Missouri-St. Louis, United States

    In 2021, the authors pivoted their university’s Literacy Clinic to online to continue providing literacy services to educators, K-12 students, and families during the dual pandemics of COVID-19 and... More

    pp. 625-663

  3. Three Domains for Technology Integration in Science Teacher Education

    Sumreen Asim, Indiana University Southeast, United States; Joshua Ellis, Florida International University, United States; David Slykhuis, University of Northern Colorado, United States; Jason Trumble, University of Central Arkansas, United States

    The science teacher education community plays a prominent role in teacher preparation programs. Particularly, science methods courses emphasize modeling instructional strategies to promote inquiry-... More

    pp. 664-684

  4. Linear Motor Laboratory

    Glen Bull & Joe Garofalo, University of Virginia, United States; Michael Littman, Princeton University, United States; Roger Sherman, Smithsonian, United States

    This paper describes use of a linear motor as a starting point for introducing related electricity and magnetism concepts. The Linear Motor Laboratory consists of a series of mechanisms and student... More

    pp. 685-706

  5. Situating TPACK: A Systematic Literature Review of Context as a Domain of Knowledge

    Eliana Brianza, University of Zurich, Switzerland; MIrjam Schmid, University of Queensland, Australia; Jo Tondeur, Vrije Universiteit Brussel, Belgium; Dominik Petko, University of Zurich, Switzerland

    The technology, pedagogy, and content knowledge (TPACK) framework describes seven domains of knowledge that teachers rely on for teaching with technology. The framework includes an eighth element... More

    pp. 707-753

  6. Confronting Tools of the Oppressor: Framing Just Technology Integration in Educational Technology and Teacher Education

    Marie Heath, Loyola University Maryland, United States; Sumreen Asim, Indiana University Southeast, United States; Natalie Milman & Jessa Henderson, George Washington University, United States

    Power, privilege, and prejudice are embedded within technologies. While technologies can be designed and used for democratization and empowerment, they can also be used to undermine the foundations... More

    pp. 754-777

  7. Open Pedagogy Practices in Teacher Education: Digital Spaces for Preservice Teachers’ Identities

    Stephanie Rollag Yoon, The University of Minnesota, United States; Staci Gilpin, The University of Wisconsin-Superior, United States

    Despite the benefits of open pedagogy, its use in K-12 schools remains limited. Through this study, the authors examined the lack of open pedagogy usage in schools and potential barriers through... More

    pp. 778-801