Journal of Technology and Teacher Education
January 2018 Volume 26, Number 1
Editors
Richard Hartshorne
Table of Contents
Number of articles: 8
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Technological supports for practice-based teacher education
Daniel Chazan, University of Maryland, United States; Patricio Herbst, University of Michigan, United States; Elizabeth Fleming & Dana Grosser-Clarkson, University of Maryland, United States
This piece introduces the seven articles that make up the this special issue on Technological Supports for Practice-Based Teacher Education. It offers questions and reflections on the current... More
pp. 5-11
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Learning to Notice and Name Students’ Mathematical Strengths: A Digital Experience
Nicole Bannister, Clemson University, United States; Crystal Kalinec-Craig, University of Texas-San Antonio, United States; Diana Bowen, University of Maryland, United States; Sandra Crespo, Michigan State University, United States
In this article the authors discuss the process of designing a digital experience to support prospective teachers to learn to enact an equity-based complex practice of mathematics teaching, namely ... More
pp. 13-31
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Supporting prospective secondary mathematics teachers in creating instructional explanations through video based experience
Orly Buchbinder, University of New Hampshire, United States
Explaining is one of the fundamental teaching practices. Yet, much is still unknown about the ways is which pre-service secondary teachers (PSTs) learn to create instructional explanations. Even... More
pp. 33-56
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Using Mixed Reality Simulations to Prepare Preservice Special Educators for Collaboration in Inclusive Settings
Melissa Driver & Kate Zimmer, Kennesaw State University, United States; Kristin Murphy, University of Massachusetts Boston, United States
Preservice special education teachers need to understand how to navigate multiple collaborative relationships in inclusive settings. In order to effectively prepare teacher, preparation programs... More
pp. 57-77
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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
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... More
pp. 79-102
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The role of simulations for supporting professional growth: Teachers' engagement in virtual professional experimentation
Amanda Milewski, Patricio Herbst, Emanuele Bardelli & Carolyn Hetrick, University of Michigan, United States
There is growing interest in the field of education for leveraging emerging digital technologies to support teachers' learning in online or blended settings. This paper builds on Clarke and... More
pp. 103-126
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Using Technology in Representing Practice to Support Preservice Teachers’ Quality Questioning: The Roles of Noticing in Improving Practice
Janet Walkoe & Daniel M. Levin, University of Maryland, United States
Calls for a “practice-based” approach to teacher education have become common in scholarship on teacher education, and preservice-teaching (PST) mathematics programs are increasingly heeding this... More
pp. 127-147
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Preservice Teachers’ Questioning: Comparing Platforms for Practice-Based Teacher Education
Tracy Weston, Middlebury College, United States; Karl Kosko, Kent State, United States; Julie Amador, University of Idaho, United States; Anne Estapa, Iowa State University, United States
In this mixed methods study, we used a convergent parallel design to create and analyze a task that was implemented across four US institutions with 99 preservice teachers (PSTs) using one of two... More
pp. 149-172
