Education Commons^™

The Mo(Ve)Ment To Prioritize Antiracist Mathematics: Planning For This And Every School Year, Maria Del Rosario Zavala, Ma Bernadette Andres-Salgarino, Zandra De Araujo, Amber G. Candela, Gladys Krause, Erin Sylves

School of Education Articles

"Dear Colleague,

TODOS: Mathematics for ALL is proud of its almost two decades of advocacy for equity and excellence for all children in mathematics education, specifically Latina/o children. Over the years, TODOS has delivered webinars, podcasts, blogs, conferences, and resources for educators, families, and children to address and provide tools to eliminate the harmful practices too many children and families experience in school and in life. This position statement, The Mo(ve)ment to Prioritize Antiracist Mathematics: Planning for This and Every School Year, and supporting commentaries, including one commentary in Spanish - place the essential actions of the 2016 NCSM - …

Writing At The Williamsburg Bray School?, Terry L. Meyers

Arts & Sciences Articles

"I’ve become interested recently in whether writing was taught to the pupils in the Williamsburg Bray School. I had assumed all along that it was, and that the discovery of 40 some slate pencils at the Bray School Dig was confirmation of that.

I’d not been alone in my assumption about the teaching of writing, for the great majority of those interested in the Bray School have affirmed that the curriculum included writing..."

In Search Of Technological Pedagogical Content Knowledge: Teachers' Initial Foray Into Podcasting In Economics, Kathy Swan, Mark J. Hofer

Articles

In this paper, we report on work with eight practicing ninth grade social studies teachers to determine how they chose to integrate podcasting to help their students build on their economic literacy, which includes building both economic concepts and skills. The study is rooted in an interpretivist research paradigm, using the Council for Economic Education's National Voluntary Content Standards in Economics (1997) and Mishra and Koehler's (2006) theory of Technological Pedagogical Content Knowledge (TPACK) to frame data generation, analysis, and the reporting of results. We found that teachers demonstrated strong technological pedagogical knowledge (TPK) but a lack of technological content …

Examining Authentic Intellectual Work With A Historical Digital Documentary Inquiry Project In A Mandated State Testing Environment, Kathy Swan, Mark J. Hofer, Gerry Swan

Articles

Three criteria for meaningful student learning--construction of knowledge, disciplined inquiry, and value beyond school--are assessed as authentic learning outcomes for an implementation of a digital documentary project in two fifth grade history classrooms where teachers' practices are constrained by a high-stakes testing climate. In all three areas, there was ample evidence of student engagement in authentic intellectual work in the student-created movies. Only when teachers are ambitious in looking beyond test score outcomes will students have opportunities for meaningful and authentic intellectual experiences.

Culturally Responsive Applications Of Computer Technologies In Education: Examples Of Best Practice, Rona Frederick, Jamel K. Donnor, Leshell Hatley

School of Education Articles

"For more than a decade, scholars have identified culturally responsive pedagogy as a teaching method for improving the academic achievement of culturally and linguistically diverse students. Scholarly research on the intersection of culturally responsive teaching and educational technology, however, remains scant. The purpose of this literature review is to highlight research-based examples of culturally responsive applications and to provide recommendations for the design of technology-based learning environments."

The Historical Scene Investigation (Hsi) Project: Examining The Use Of Case Based Historical Instruction In The Fifth Grade Social Studies Classroom, Kathleen Owings Swan, Mark J. Hofer, David Locascio

Articles

The Historical Scene Investigation (HSI) project is designed to help teachers integrate historical investigations into their K-12 history instruction. The HSI project materials provide streamlined and aesthetically engaging Web-based historical investigation exercises. Each case exercise engages students in a historical investigation using rich and varied historical primary sources scaffolded by document-study prompts and activities requiring specific analytical skills and processes. The HSI project, originally developed in 2001 by the principal investigators of this study, has undergone numerous revisions in efforts to extend topical coverage and more explicitly align online materials with state content standards for history. In addition, revisions focused …

Podcasting: A Beginner’S Guide To Technology’S Latest Trend, Liza Turner Mcaninch, Kathleen Owings Swan, Mark J. Hofer

Articles

This article provides a starting place for teachers wanting to dabble with the latest trend in technology—podcasting. The authors present a general overview of a tool that will most likely be part of the teaching vernacular, if not now, in the very near future. We offer a short tutorial on podcasting as well as perspectives on how teachers might incorporate podcasts into their curricula. We also summarize the value and limitations of podcasts, and perhaps most importantly, we include a resource guide to some of the more intriguing and useful podcasts currently available.

Camera! Action! Collaborate With Digital Moviemaking, Kathleen Owings Swan, Mark J. Hofer, Linda S. Levstik

Articles

Broadly defined, digital moviemaking integrates a variety of media (images, sound, text, video, narration) to communicate with an audience. There is near-ubiquitous access to the necessary software (MovieMaker and iMovie are bundled free with their respective operating systems) and hardware (computers with Internet access, digital cameras, etc.). This easy access, along with the open-ended nature of digital movies, presents powerful opportunities to design student-centered, inquiry-based history projects. Engaging students as digital directors can not only help them develop historical questions and select and evaluate sources relevant to those questions, but can frame (literally and figuratively) and present historical interpretations. In …

Historical Scene Investigation (Hsi): Engaging Students In Case Based Investigations Using Web-Based Historical Documents, Kathleen Owings Swan, Mark J. Hofer, Lauren Gallicchio

Articles

The Historical Scene Investigation (HSI) project builds upon the work of a number of scholars to facilitate the application and acquisition of historical thinking skills in the K-12 classroom. Through a structured yet flexible approach, HSI exercises attempt to provide scaffolding for the analysis of a variety of historical documents to simultaneously develop an understanding of the content focus of the investigation and the historiography skills embedded in their work. HSI exercises are designed to be “interpreted” and edited by classroom teachers in either a low- or high-tech approach. This article explores the background and structure of the model and …

Reinventing Powerpoint: A New Look At An Old Tool, Mark J. Hofer, Robb Ponton, Kathleen Owings Swan

Articles

Microsoft PowerPoint is a powerful, yet often underutilized, orchestration tool for learning. While its most common use may be no more powerful or effective than an overhead projector, the multimedia capabilities of the software open up powerful means to connect with diverse learners in the classroom. In this piece, we explore how PowerPoint can be used in ways that connect with Universal Design for Learning principles and make teacher and student presentations more engaging and effective. We offer several concrete examples of “thinking outside the slide” to leverage the unique potential of PowerPoint in the classroom.

Instructional Uses Of Instant Messaging (Im) During Classroom Lectures, Mabel B. Kinzie, Stephen D. Whitaker, Mark J. Hofer

Articles

Can “Information Age” learners effectively multi-task in the classroom? Can synchronous classroom activities be designed around conceptually related tasks, to encourage deeper processing and greater learning of classroom content? This research was undertaken to begin to address these questions. In this study, we explored the use of instructionally-related instant messaging (IM) discussions during undergraduate university lectures. Over the course of three weeks, students practiced with and then employed hand-held computers for brief, synchronous class discussions in response to assigned questions related to the lectures. Students were observed during these sessions, and students and the instructors were interviewed separately afterwards. The …