Design Perspectives for Making Animated Stories of Instruction: The Case of Promoting Teacher Noticing of Students’ Prior Knowledge
Gloriana Gonzalez, University of Illinois at Urbana-Champaign, United States ; Anna DeJarnette, University of Cincinnati, United States
Journal of Technology and Teacher Education Volume 26, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The availability of technological resources for designing animations opens new possibilities for teacher education. However, there are limited examples illustrating the process of designing and writing stories that can be shown with animations or staged video in relation to specific teacher education goals. We use the case of a professional development that intended to increase teacher noticing of students’ prior knowledge to illustrate a three-stage process for creating stories of classroom instruction that were shown as animations. We explain the design principles guiding our decisions. The stories drew upon a theoretical framework to model students’ conceptions to make student thinking visible for teachers’ discussion. Excerpts from a study group session with geometry teachers illustrate how the discussion of the stories promoted teacher noticing of students’ prior knowledge. Overall, stories of instruction are useful representations of teaching that can promote opportunities for teachers to notice student thinking and promote their ability to make in-the-moment decisions considering students’ ideas.
Gonzalez, G. & DeJarnette, A. (2018). Design Perspectives for Making Animated Stories of Instruction: The Case of Promoting Teacher Noticing of Students’ Prior Knowledge. Journal of Technology and Teacher Education, 26(1), 79-102. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2018 Society for Information Technology & Teacher Education
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Emily Baumgartner & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 509–517
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.