Contemporary Issues in Technology and Teacher Education
December 2022 Volume 22, Number 4
Editors
Glen L. Bull; Lynn Bell; Chrystalla Mouza
Table of Contents
Number of articles: 7
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Editorial: Rethinking Equity in EdTech Teacher Preparation
Chrystalla Mouza, University of Illinois at Urbana-Champaign, United States
As schools worldwide continue to navigate the lingering effects of the COVID-19 pandemic, issues around equity, ethics and critical uses of technology have taken a more prominent role in current... More
pp. 621-624
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Inviting Critical Literacies Into an Online Literacy Clinic During the Dual Pandemics
Rebecca Rogers & Meredith Labadie, University of Missouri-St. Louis, United States
In 2021, the authors pivoted their university’s Literacy Clinic to online to continue providing literacy services to educators, K-12 students, and families during the dual pandemics of COVID-19 and... More
pp. 625-663
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Three Domains for Technology Integration in Science Teacher Education
Sumreen Asim, Indiana University Southeast, United States; Joshua Ellis, Florida International University, United States; David Slykhuis, University of Northern Colorado, United States; Jason Trumble, University of Central Arkansas, United States
The science teacher education community plays a prominent role in teacher preparation programs. Particularly, science methods courses emphasize modeling instructional strategies to promote inquiry-... More
pp. 664-684
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Linear Motor Laboratory
Glen Bull & Joe Garofalo, University of Virginia, United States; Michael Littman, Princeton University, United States; Roger Sherman, Smithsonian, United States
This paper describes use of a linear motor as a starting point for introducing related electricity and magnetism concepts. The Linear Motor Laboratory consists of a series of mechanisms and student... More
pp. 685-706
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Situating TPACK: A Systematic Literature Review of Context as a Domain of Knowledge
Eliana Brianza, University of Zurich, Switzerland; MIrjam Schmid, University of Queensland, Australia; Jo Tondeur, Vrije Universiteit Brussel, Belgium; Dominik Petko, University of Zurich, Switzerland
The technology, pedagogy, and content knowledge (TPACK) framework describes seven domains of knowledge that teachers rely on for teaching with technology. The framework includes an eighth element... More
pp. 707-753
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Confronting Tools of the Oppressor: Framing Just Technology Integration in Educational Technology and Teacher Education
Marie Heath, Loyola University Maryland, United States; Sumreen Asim, Indiana University Southeast, United States; Natalie Milman & Jessa Henderson, George Washington University, United States
Power, privilege, and prejudice are embedded within technologies. While technologies can be designed and used for democratization and empowerment, they can also be used to undermine the foundations... More
pp. 754-777
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Open Pedagogy Practices in Teacher Education: Digital Spaces for Preservice Teachers’ Identities
Stephanie Rollag Yoon, The University of Minnesota, United States; Staci Gilpin, The University of Wisconsin-Superior, United States
Despite the benefits of open pedagogy, its use in K-12 schools remains limited. Through this study, the authors examined the lack of open pedagogy usage in schools and potential barriers through... More
pp. 778-801