Design Perspectives for Making Animated Stories of Instruction: The Case of Promoting Teacher Noticing of Students’ Prior Knowledge
article
Gloriana Gonzalez, University of Illinois at UrbanaChampaign, United States ; Anna DeJarnette, University of Cincinnati, United States
Journal of Technology and Teacher Education Volume 26, Number 1, ISSN 10597069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
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 threestage 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 inthemoment decisions considering students’ ideas.
Citation
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), 79102. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 25, 2019 from https://www.learntechlib.org/primary/p/181129/.
© 2018 Society for Information Technology & Teacher Education
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