Paper Session 6: Technology & Education I

Date & Time

Jun 9th at 9:00 AM until 10:30 AM

Track

Location

Rating ( votes)

Chair:

  • Elizabeth van Es (University of California, Irvine) evanes@uci.edu
Technology and Teacher-Student Interactions: A Review of Empirical Research
As technology become ubiquitous in education, it is critical to understand the ways in which technology influences interactions between teachers and their students. For this review of research, I conducted keyword searches to find empirical studies from the past ten years that examined teacher-student interactions in K-12 educational settings that used technology during educational activities. I analyzed findings and methodologies from 78 empirical studies that met criteria for inclusion. Broadly, studies examined two types of teacher-student interactions that technology influenced: a) face-to-face interactions in classrooms; b) online interactions in classrooms.

Developing Computer Science Teaching Knowledge with Volunteer Support: the Interplay of Instructional Responsibilities, Epistemologies, and Confidence
  • Aleata Hubbard (WestEd) ahubbar@wested.org
Few credentialing programs exist for prospective computer science educators in the United States so many K-12 computing courses are assigned to in-service teachers trained in other disciplines. These veteran practitioners can develop the pedagogical content knowledge (PCK; Shulman, 1986) needed for effective computer science instruction through various classroom experiences that require them to work with content in ways unique to teaching (Ball, Thames, and Phelps, 2008). To understand how instructional duties support the development of PCK in instructors new to computer science, I conducted a case study with six teachers in the San Francisco Bay region who participated in an on-the-job professional development program where teachers and tech industry professionals collaborated to offer introductory high school computing courses. During the 2015-2016 school year, I worked with participants to gather observational, interview, and questionnaire data about their teaching knowledge and experiences. I examined teachers' PCK, the ways teachers and volunteers distributed teaching responsibilities, and the relationship between responsibilities and PCK development. I also explored the influence of epistemologies and confidence on teaching practice and opportunities for knowledge development. The implications of this work for teachers, teacher trainers, and researchers will be discussed.

Digital Syllabuses as Tools for Course Design in Engineering
  • Anne Skutnik (The University of Tennessee - Knoxville) askutnik@vols.utk.edu
  • Lisa Yamagata-Lynch (The University of Tennessee - Knoxville) lisayl@utk.edu
In this theoretical paper, we introduce the idea of studying digital course syllabuses as a sociocultural tool used by engineering faculty members as they design their courses. As a cultural tool, a digital syllabus is created with both external and internal influences. In this paper, we focus specifically on engineering faculty members because of the scarcity of literature on course designing in engineering education, as well as the context of engineering, which relies on mental models and physical tools and thus is grounded in the practice of complex human activities. The availability of digital syllabuses make them a different tool for negotiating meaning than traditional print syllabuses, because they are easily stored and accessible thus enabling engineering educators, who are not trained in pedagogy and who have other responsibilities, a tool to help them design their course plans.

Video Analysis and Teacher Agency
  • Elizabeth van Es (University of California, Irvine) evanes@uci.edu
  • Rossella Santagata (University of California, Irvine) r.santagata@uci.edu
  • Jessica Tunney (University of California, Irvine) jtunney@uci.edu
Reform and policy documents aim for a responsive approach to instruction. This vision of instruction requires teachers to attend carefully to students' ideas while teaching and use what they learn about student thinking to inform their instructional decisions. Video has played a prominent role in supporting teachers in developing a vision of responsive teaching and engaging in responsive teaching practice. In this paper, we advance research on the role of video in teacher education by theorizing on the relation between teachers' identity, opportunities to learn, and teacher agency. Drawing on three cases of the use of video in teacher education, we propose that engaging teachers in cycles of systematic observation and analysis of teaching and learning with video can not only help teachers learn to see classrooms in new ways and support the experimentation and appropriation of new instructional practices, but also cultivate teachers who are agents of their own learning and practice who take up new ways of being in the world.