The CITE Journal is an online, open-access, peer-reviewed journal, established and jointly sponsored by six professional associations (AMTE, ASTE, NCSS-CUFA, ELATE, ITEEA, and SITE). The works on this site are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Most Recent Articles
Technologies That Persist in Mathematics Education Instruction After Emergency Remote Teaching
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In this research study, the authors examined the responses of 63 mathematics teacher educators (MTEs) to see what digital technology tools they used during the COVID-19 pandemic that they continue to use in mathematics or mathematics education classes that support teacher preparation for undergraduate or graduate students. MTEs used mathematical action and conveyance technology, though not exclusively, to increase collaboration, assess their students, organize their course, engage students, record student work, among other purposes and were attracted to these technologies because of their ease of use. These changes have persisted because they positively influenced the teaching, cognitive, and social presence in the MTE’s course or courses.
Teachers’ Orientations Toward Texts and Tools: Critical (Re)Consideration of a Remix and Restory Assignment as a Teacher Educator
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In a master’s course for secondary literacy teachers, productive tensions arose when the author asked the graduate student educators to engage in remix and restory of a canonical text through an assignment. Teachers primarily expressed concerns about access to digital tools and oriented toward the assignment in relation to modalities and interaction rather than critical analysis of canonicity or consideration of tools used. The subsequent case study centered analysis of one teacher, Katerina, and how she took up the remix and restory assignment and experienced tensions around creation, criticality, and access with texts and tools. The researcher/course instructor turned toward these tensions as a practitioner inquiry into the ways teacher educators can reframe problematic notions of classroom teachers “schoolifying” participatory practices, instead drawing on tensions as a means of surfacing orientations that shape assignment and course design. From analyzing and reflecting on this teacher’s restory project, the author argues for extended design-based engagement with canonicity with educators and facilitating a platform orientation toward tools.
Exploring Preservice Teachers’ Engagement in a Digital Clinical Simulation for Inclusive Science Education
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This study analyzed elementary preservice teachers’ (PST) participation in an equity-oriented digital clinical simulation administered in a science methods course. Using the Teacher Moments’ open access platform, PSTs completed the simulation, To Intervene or Not, about two students from historically minoritized communities who appeared disengaged during their fourth-grade science class. PSTs are put in the position of student teachers who are asked to identify causes for the classroom teacher’s inaction, propose interventions, and reflect on their roles as teachers. A qualitative analysis of their responses showed that PSTs posed a range of productive questions, proposed a variety of viable interventions, and expressed an ethic of care, in which they saw themselves as responsible for the well-being and success of all students. Findings and implications for using equity-oriented simulations in teacher education are discussed.
Unleashing the Power of Video Cases: Enhancing Teachers’ Ability to Engage Learners in Problem-Based Geographic Inquiry
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Inquiry-based learning is not common in secondary geography classrooms in the United States. The goal of this initial foray into design-based research was to maximize the potential of online video-case technology to disrupt this trend and support geography teachers in enacting high-quality problem-based geographic inquiry (PBGI). Informed by research on video and multimedia production for professional development, the authors worked with a team of social studies teachers in Mississippi to design PBGI curriculum materials and create a video case for use in future professional development with preservice and in-service geography teachers. This paper describes key features of the video case and presents findings on modifications to the video case that might improve its potential as a professional development tool.
Computational Literacy and Artificial Intelligence Education: Unveiling Perceptions and Professional Learning Experiences of Fulbright Teachers From Less-Resourced Countries
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This study examined the impact of a U.S. federal teacher professional learning (PL) Fulbright program on computational literacy and artificial intelligence (AI) education for K-12 teachers (n = 21) from resource-constrained countries. Occurring shortly after the rise of generative AI in November 2023, the program may have further accentuated AI’s potential in educational contexts. Its focus on equity and access fostered a positive shift in participants’ attitudes, encouraging greater openness to change and a stronger intent to integrate computational literacy with AI tools. This study underscored the pivotal role of equity-centered PL in enhancing teacher capacity for equitable, inclusive education. While participants initially voiced concerns about infrastructure, leadership support, and teacher buy-in, they consistently valued computational literacy. The findings highlighted the necessity of systemic change, driven by a shared vision of integrating computing and AI across diverse educational settings. Additionally, well-designed PL can equip leaders with the knowledge and skills to address challenges, promote equitable access, and adapt solutions to specific contexts. This study provides preliminary evidence of how PL can empower educators to integrate computational and AI literacies, expanding global access to emerging digital literacy opportunities.
Tensions and Opportunities: Early Career Elementary Teachers’ Perspectives on Supplementing Curriculum With Teachers Pay Teachers
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Supplemental teaching materials from online sources such as Teachers Pay Teachers proliferate the educational landscape. Understanding how teachers use these tools is key to improving teacher education. This paper reports on an exploratory qualitative study that captured the perspectives of six early career elementary teachers on the supplemental teaching materials available on Teachers Pay Teachers. Semistructured think-aloud interviews illuminate tensions related to teachers’ landscapes of practice, institutional mistrust, perceived authoritativeness of sellers, curriculum marketplaces as altruistic platforms, and managing finite resources. Findings suggest that professionals who work with preservice and in-service elementary teachers must reframe their discussion of curriculum marketplaces toward developing teachers’ critical curriculum cultivation practices. Such reframing has the potential to influence the ways educators at all levels make use of online curriculum marketplaces, what resources they download, and how those resources are employed.