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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The Practicum Experience during Covid-19 – Supporting Pre-Service Teachers Practicum Experience through a Simulated Classroom.
Rhonni Sasaki, Swinburne Online, Australia; Wendy Goff, Swinburne University of Technology, Australia; Andre Dowsett, David Paroissien, Justin Matthies, Celia Di Iorio, Shannon Montey, Samuel Rowe & Gemma Puddy, Swinburne Online, Australia
The recent Covid-19 pandemic has dramatically disrupted schooling around the world. Social distancing requirements have resulted in many countries closing physical school buildings or remaining... More
pp. 329-339
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Collaborative Video Case Studies and Online Instruments for Self-Reflection in Global Teacher Education
Shea Kerkhoff, University of Missouri - St. Louis, United States
Global challenges require international collaboration in order to solve, as Covid 19 exemplifies. In order to oppose xenophobia and promote global solidarity as the world fights this pandemic,... More
pp. 341-351
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An Innovative Early Field Experience for Preservice Secondary Teachers: Early Results from Shifting to an Online Model
Michelle Cirillo & Raymond LaRochelle, University of Delaware, United States; Fran Arbaugh, The Pennsylvania State University, United States; Kristen N. Bieda, Michigan State University, United States
The COVID-19-induced closure of K-12 schools significantly impacted the field experiences of students enrolled in teacher preparation programs. We addressed this ongoing challenge by adapting an... More
pp. 353-363
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Human-Centered Design as a Frame for Transition to Remote Teaching during the COVID-19 Pandemic
Evrim Baran & Dana AlZoubi, Iowa State University, United States
Teacher education programs all around the world are challenged with the emergency transition to remote teaching due to the COVID-19 pandemic. Human-centered design can help generate creative... More
pp. 365-372
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Live Virtual Sessions with Toddlers and Preschoolers Amid COVID-19: Implications for Early Childhood Teacher Education
Judit Szente, University of Central Florida, United States
This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida.... More
pp. 373-380
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Thinking Beyond Zoom: Using Asynchronous Video to Maintain Connection and Engagement During the COVID-19 Pandemic
Patrick Lowenthal, Boise State University, United States; Jered Borup, George Mason University, United States; Richard West, Brigham Young University, United States; Leanna Archambault, Arizona State University, United States
The COVID-19 pandemic forced colleges and universities to move all in-person courses to a remote or online learning format. As a result, many faculty, including teacher educators, opted to... More
pp. 383-391
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Using Motivation Design Principles to Teach Screencasting in Online Teacher Education Courses
John Ranellucci, Hunter College (CUNY), United States; Bradley W. Bergey, Queens College (CUNY), United States
The rapid shift to online instruction in response to the COVID-19 pandemic underscores the importance of motivationally enhanced and emotionally supportive instruction during this stressful time.... More
pp. 393-401
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The Use of Digital Poetry to Inform Preservice Teacher Education and In-Service Teacher Professional Development during COVID-19
David Hassler, Kristine E. Pytash & Richard E. Ferdig, Kent State University, United States; Nate Mucha, Grove City College, United States; Enrico Gandolfi, Kent State University, United States
Digital poetry has been an important and innovative genre in many disciplines. This paper describes two separate tools (Emerge and Thread) that were used to support teacher professional development... More
pp. 403-413
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Online Approaches for Implementing a Digital Escape Room with Preservice Teachers
Kalianne L. Neumann, Frances Alvarado-Albertorio & Andrea Ramírez-Salgado, Oklahoma State University, United States
Digital escape rooms can transform any lesson into an engaging learning environment. This article describes the implementation of a digital escape room in an undergraduate educational technology... More
pp. 415-424
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A COVID-19 Intervention: Using Digital Escape Rooms to Provide Professional Development to Alternative Certification Educators
Miguel Gomez, Murray State University, United States
Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put... More
pp. 425-432
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Pre-Service Teachers Examine Digital Equity Amidst Schools' COVID-19 Responses
Jacob Hall, Cesia Roman, Christian Jovel-Arias & Cayleen Young, SUNY Cortland, United States
Responding to the COVID-19 pandemic, K-12 schools and higher education rapidly deployed distance education approaches. Persisting inequities were illuminated by overwhelmingly digital responses and... More
pp. 435-442
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Professional Development to Improve Communication and Reduce the Homework Gap in Grades 7-12 during COVID-19 Transition to Remote Learning
Jon M. Clausen, Bryana Bunte & Ellen T. Robertson, Ball State University, United States
Inservice teachers have had to engage in professional development to successfully make the transition to remote learning during the COVID-19 pandemic. While there has been considerable focus on... More
pp. 443-451
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Creating a YouTube Channel to Equip Parents and Teachers of Students Who are Deaf
Chad Smith & Sarah Colton, Texas Woman's University, United States
Due to the social distancing requirements in response to the 2020 COVID-19 pandemic, K-12 students moved to online education. Because of the limited online teaching resources accessible to Deaf... More
pp. 453-461
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Iterating the Marginal Syllabus: Social Reading and Annotation while Social Distancing
Jeremiah Kalir, University of Colorado Denver, United States; Christina Cantrill, National Writing Project, United States; Jeremy Dean, Hypothesis, United States; Joe Dillon, Aurora Public Schools/Denver Writing Project, United States
The coronavirus pandemic exacerbated long-standing educational inequities associated with technology access, learner agency, and participation in online learning. How were preservice and inservice ... More
pp. 463-471
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Supporting the Mental Health of Preservice Teachers in COVID-19 through Trauma-Informed Educational Practices and Adaptive Formative Assessment Tools
Tiffany Roman, Kennesaw State University, United States
To address the emotional and mental health needs of teachers during the COVID-19 pandemic, existing instructional technology tools can be rapidly adapted to support trauma-informed educational... More
pp. 473-481
