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Journal of Technology and Teacher Education

2020 Volume 28, Number 2


Richard Hartshorne; Emily Baumgartner; Regina Kaplan-Rakowski; Chrystalla Mouza; Richard E. Ferdig

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Preservice and Inservice Professional Development During the COVID-19 Pandemic

Table of Contents

Number of articles: 35

  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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