Journal of Technology and Teacher Education
2020 Volume 28, Number 2
Editors
Richard Hartshorne; Emily Baumgartner; Regina Kaplan-Rakowski; Chrystalla Mouza; Richard E. Ferdig
Table of Contents
Number of articles: 35
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Editorial: Submissions and Publication Data from the 2019 Volume of the Journal of Technology and Teacher Education
Richard E. Ferdig, Kent State University, United States
The Journal of Technology and Teacher Education (JTATE) is the official journal of the Society of Information Technology and Teacher Education (SITE). Papers that are submitted to JTATE are... More
pp. 125-135
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Special Issue Editorial: Preservice and Inservice Professional Development During the COVID-19 Pandemic
Richard Hartshorne, University of Central Florida, United States; Emily Baumgartner, Kent State University, United States; Regina Kaplan-Rakowski, University of North Texas, United States; Chrystalla Mouza, University of Delaware, United States; Richard E. Ferdig, Kent State University, United States
The global COVID-19 pandemic has changed our lives in countless ways. This has included the move to emergency remote learning for PreK-12 and post-secondary education around the world. While school... More
pp. 137-147
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#RemoteTeaching & #RemoteLearning: Educator Tweeting During the COVID-19 Pandemic
Torrey Trust, University of Massachusetts Amherst, United States; Jeffrey P. Carpenter, Elon University, United States; Daniel G. Krutka, University of North Texas, United States; Royce Kimmons, Brigham Young University, United States
The coronavirus pandemic has upended educators’ lives and work in many ways. Many educators turned to social media spaces, such as Twitter, to navigate the transition to remote life and teaching.... More
pp. 151-159
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Supporting Students During COVID-19: Developing and Leveraging Academic Communities of Engagement in a Time of Crisis
Jered Borup, George Mason University, United States; Michelle Jensen, Brigham Young University, United States; Leanna Archambault, Arizona State University, United States; Cecil R. Short & Charles R. Graham, Brigham Young University, United States
As school closures require educators to transition to remote teaching, relevant models for supporting students are necessary. This article discusses Academic Communities of Engagement (ACE), a... More
pp. 161-169
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Technology-Supported Professional Development for Collaborative Design of COVID-19 Instructional Materials
Troy D. Sadler, University of North Carolina at Chapel Hill, United States; Pat Friedrichsen & Laura Zangori, University of Missouri, United States; Li Ke, University of North Carolina at Chapel Hill, United States
Issue-based learning is a pedagogical approach that features learning opportunities contextualized in compelling, societal issues that face students in their lives beyond school. COVID-19 is a... More
pp. 171-177
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Engaging Pre-service Teachers in an Online STEM Fair during COVID-19
Maria Evagorou & Efi Nisiforou, University of Nicosia, Cyprus
COVID-19 changed not only the way we live but also the way we teach and prepare pre-service teachers. The purpose of this paper is to describe the shift from a conventional STEM fair to an online... More
pp. 179-186
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Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic
Torrey Trust, University of Massachusetts Amherst, United States; Jeromie Whalen, Northampton Public Schools, United States
In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a matter of days. This... More
pp. 189-199
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Folk Pedagogies for Teacher Transitions: Approaches to Synchronous Online Learning in the Wake of COVID-19
Danah Henriksen, Arizona State University, United States; Edwin Creely & Michael Henderson, Monash University, Australia
In the COVID-19 shift to online education, many educators have sought out video conference technologies (such as Zoom) aiming to replicate traditional classrooms online. At face value, synchronous ... More
pp. 201-209
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Remote Learning Community: Supporting Teacher Educators During Unprecedented Times
Farshid Safi, Taylar Wenzel & Lee-Anne Trimble Spalding, University of Central Florida, United States
This paper outlines a collaborative effort to respond and support the instructional needs and concerns of teacher educators due to the challenges posed by the sudden onset of emergency remote... More
pp. 211-222
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Learning to Practice Digitally: Advancing Preservice Teachers’ Preparation via Virtual Teaching and Coaching
Elizabeth Stringer Keefe, Stonehill College, United States
Widespread school closures resulting from the coronavirus pandemic of 2020 have forced PK-12 teacher and teacher educators’ use of technology into educational and instructional planning and... More
pp. 223-232
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Understanding the Professional Learning and Support Needs of Educators during the Initial Weeks of Pandemic School Closures through Search Terms and Content Use
Catherine Cavanaugh & Abraham DeWeese, Microsoft, United States
Beginning in February and March of 2020, school closures impacted at least 90% of the world’s population of students, according to UNESCO estimates. As educators swiftly shifted to teaching online,... More
pp. 233-238
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"We Always Make It Work": Teachers' Agency in the Time of Crisis
Greta Björk Gudmundsdottir, Department of Teacher Education and School Research, University of Oslo, Norway; Dawn M Hathaway, College of Education and Human Development, George Mason University, United States
As of mid-April 2020, 1.5 billion learners were affected by school closures across 191 countries due to the COVID-19 pandemic (UNESCO, 2020). During the weeks of school closures, teachers were... More
pp. 239-250
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Virtually PKY – How One Single-School District Transitioned to Emergency Remote Instruction
Carrie Geiger, P.K. Yonge Developmental Research School, United States; Kara Dawson, University of Florida, United States
P. K. Yonge Development Research School (PKY) is a single-school, K-12, public school district and Virtually PKY is the name of our efforts during emergency remote teaching necessitated by COVID-19... More
pp. 251-260
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Preparing K-12 Schools for a Pandemic Before It Occurs
Rhonda Christensen, University of North Texas, United States; Curby Alexander, Texas Christian University, United States
While almost all K-12 schools closed for the COVID-19 pandemic with little or no preparation, one school began to prepare 12 years ago for a time such as this. In 2006, the school leadership began ... More
pp. 261-272
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Designing Inquiry During a Pandemic: A Professional Learning Experience
Meghan Manfra & John Lee, North Carolina State University, United States; Meghan Grant, Wake County Public Schools, United States
This paper describes a collaborative project between a district curriculum specialist and university-based researchers to provide on-going support to social studies teachers as they transitioned to... More
pp. 273-283
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‘Rapid Response’ Video Series
Sarah Prestridge & Deniese Cox, Griffith University, Australia
At the very beginning of social distancing in Australia, just before school closures in early March 2020, two academics in the field of educational technologies sought a way to quickly support... More
pp. 285-294
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The Potential of Research for Professional Development in Isolated Settings During the Covid-19 Crisis and Beyond
Dionysios Trikoilis & Elena C. Papanastasiou, University of Nicosia, Cyprus
The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of education. However, this pandemic has found teachers physically isolated within... More
pp. 295-300
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Using Teacher Moments During the COVID-19 Pivot
Florence Sullivan, UMass, Amherst, United States; Garron Hillaire, Laura Larke & Justin Reich, Massachusetts Institute of Technology, United States
Teacher Moments is an open source resource for teacher educators to create and use practice-based simulations in teacher training. We report brief implementation results from a trauma-based... More
pp. 303-313
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Creating Asynchronous Virtual Field Experiences with 360 Video
Maryam Zolfaghari, Christine K Austin, Karl W Kosko & Richard E Ferdig, Kent State University, United States
The global COVID-19 pandemic has disrupted normal face-to-face classes across institutions. This has significantly impacted methods courses where preservice teachers (PSTs) practice pedagogy in the... More
pp. 315-320
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The Rapid Response of William & Mary’s School of Education to Support Preservice Teachers and Equitably Provide Mentoring to Elementary Learners in a Culture of an International Pandemic
Meredith Kier & Kelley Clark, William & Mary, United States
When the world abruptly halted in the midst of the COVID-19 crisis, stakeholders of K-12 education sought ways to directly serve teachers, parents, and children socially, emotionally, and... More
pp. 321-327
