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Contemporary Issues in Technology and Teacher Education

March 2022 Volume 22, Number 1


Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 8

  1. Editorial: Using Technology to Support Teacher and Student Voice

    Chrystalla Mouza, University of Delaware, United States

    This month marks 2 years into the Covid-19 pandemic. With no doubt, the Covid-19 pandemic has caused worldwide disruptions in education, which have exacerbated inequalities. In fact, technological ... More

    pp. 1-4

  2. An Inquiry Into the Possibilities of Collaborative Digital Storytelling

    Stephanie Schmier, CUNY College of Staten Island, United States

    This article explores the possibilities of incorporating collaborative digital storytelling into preservice teacher education to support teachers in learning about their students' rich perspectives... More

    pp. 5-25

  3. Fostering Culturally Sustaining Practice and Universal Design for Learning: Digital Lesson Annotation and Critical Book Clubs in Literacy Teacher Education

    Laurie Rabinowitz, Bank Street College of Education, United States; Amy Tondreau, Austin Peay State University, United States

    Supporting novice educators in developing culturally sustaining and universally designed literacy practices, which are also socially situated and contextual, can seem challenging in online learning... More

    pp. 26-62

  4. Representations of Practice Used in Mathematics Methods Courses

    Christine K. Austin & Karl W. Kosko, Kent State University, United States

    This preliminary study explored how many representations of standard videos, animations/comics, and 360 videos are being used in mathematics methods courses to teach future teachers. Drawing on... More

    pp. 60-76

  5. Preservice Elementary Teachers’ Engineering Design During a Robotics Project

    Jiangmei Yuan, West Virginia University, United States; ChanMin Kim, Pennsylvania State University, United States; Lucas Vasconcelos, University of South Carolina, United States; Min Young Shin, The University of Georgia, United States; Cory Gleasman, Tennessee Tech University, United States; Duygu Umutlu, Bo?aziçi University, Turkey

    Engineering design provides students with an authentic context to apply science and mathematics to solving problems and motivates them to learn science, technology, engineering, and mathematics ... More

    pp. 74-104

  6. Using Preservice Teachers’ Transcript Coding of Simulated Argumentation Discussions to Characterize Aspects of Their Noticing About Argument Construction and Critique

    Pamela Lottero-Perdue, Towson University, United States; Jamie Mikeska, Educational Testing Service, United States; M. Shae Nester, Towson University, United States

    In this report of an action research study, the authors describe how one elementary science teacher educator used transcript coding of simulated classroom discussions as a pedagogical approach to... More

    pp. 105-139

  7. What’s Being Taught? An Analysis of Corporate EdTech Certification Programs

    Todd Cherner, University of North Carolina - Chapel Hill, United States; Alex Fegely, Coastal Carolina University, United States; Lynsey Heffner, KickUp, United States; Cory Gleasman, Tennessee Technological University, United States

    Corporate EdTech Certification Programs (CECPs) have the potential to disrupt the traditional ways professional development has been offered to teachers. With large companies creating CECPs to... More

    pp. 140-175

  8. “All the Talks, All the Bonding, All the Love”: Women of Color Feminist Multimodalities as Interruptions to the Whiteness of Teacher Education

    Grace Player, University of Connecticut, United States; Gabby Bachoo, East Hartford Public Schools, United States; Cindy Lopez, Waterside School, United States

    Teacher education (TE) programs have been historically white spaces that too often devalue and marginalize women of color (WOC) and their intellectual contributions. This paper, cowritten by two... More

    pp. 293-325