Dispositional Development and Assessment in Teacher Preparation Programs
With a national push for the adoption of reliable disposition assessment tools in accredited teac... more With a national push for the adoption of reliable disposition assessment tools in accredited teacher preparation programs, many programs are beginning to assess PSTs' dispositions in more standardized ways. Responding to calls for more adequate preparation of PSTs to be able to teach in racially, culturally, and linguistically diverse classrooms in culturally sustaining ways, many disposition assessment tools aim to measure pre-service teachers' antiracist dispositions. This chapter utilizes counterstorytelling methodologies to examine the tensions of choosing, creating, and using disposition assessment tools, analyzing the ways that such tools may work to further antiracist teaching while simultaneously upholding whiteness ideology.
Mobile Technologies in Children’s Language and Literacy, 2018
Abstract Children’s emerging conceptions about literacy and its functions are influenced by their... more Abstract Children’s emerging conceptions about literacy and its functions are influenced by their experiences with a wide range of written and oral literacies, including the use of digital technology, in their homes and communities. Now that mobile technologies have become intuitive to use, relatively inexpensive, small and easy to move around and networked, they have provided an entry point for transformations in the creation and sharing of texts – they are changing the way young children ‘do’ literacy. In this chapter, the authors discuss the ways that children learn about multimodal texts; how mobile technology can facilitate the reading, creation and sharing of multimodal texts in preschool and primary classrooms; the literacy skills necessary for reading multimodal texts, and; strategies for planning instruction into which multimodal texts and mobile devices are integrated. Examples of how children may engage in multimodal reading and writing in and out of the classroom are also provided.
Purpose – Teachers should plan instruction that integrates digital tools into instruction in mean... more Purpose – Teachers should plan instruction that integrates digital tools into instruction in meaningful ways to promote students’ use of multimodalities. Therefore, it is useful for teacher educators to expose pre-service teachers (PSTs) to a systematic approach to integrating a variety of digital tools into their instruction. In this chapter, the authors discuss on the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014a, 2014b) as one systematic approach for teachers and teacher educators to consider. Design – This chapter describes the promise of using the TIPC with PSTs to demonstrate and practice how to plan effective literacy instruction to support students’ use of multimodalities. The chapter includes a rich description of how the use of the TIPC might take shape in a literacy methods course based on a composite of courses, students, and activities that the authors have experimented with over time. Findings – Using the TIPC with PSTs requires a structured ...
International Journal of Education in Mathematics, Science and Technology, 2013
Considering the increased influence of digital technologies on daily life and young childrenâs ... more Considering the increased influence of digital technologies on daily life and young childrenâs increased use of interactive technologies, early childhood educators are beginning to think about the role of technology in their classrooms. Many preschool programs are beginning to purchase iPads, or similar tablets, for classroom use. Thus, it is important to consider how iPads, or similar tablets, can be used in a developmentally appropriate manner with young children. To this end, this article describes the use of iPads in two preschool classrooms of four and five year-old children.
When students write informational text, they have the opportunity to engage with meaningful topic... more When students write informational text, they have the opportunity to engage with meaningful topics, become curious about the world, learn domain-specific knowledge, and use academic vocabulary. Given the possibilities for learning through writing informational text, it is important for teachers to reflect on and improve their informational writing instruction. This Teaching Tip describes approaches to creating a classroom environment that supports informational writing, including the use of digital tools for writing.
ABSTRACT Teachers in the United States are primarily White and female. Thus, the education system... more ABSTRACT Teachers in the United States are primarily White and female. Thus, the education system is built on whiteness and maintains white supremacy. One approach to disrupting racist outcomes is to increase the number of people of color pursuing teaching. Yet, the ways that pre-service teachers (PSTs) are racialized often results in PSTs of color experiencing harm during teacher preparation. Therefore, the purpose of this phenomonological study was to explore the racialized lived experiences of PSTs in a predominantly White teacher preparation program whose stated mission is to work to develop racially conscious educators who work toward equity and justice. Participants were PSTs (n = 15) enrolled in a teacher preparation program in the Midwest who were placed into two focus groups, one that identified as people of color and one as White. Focus groups discussed: their racialized lived experiences (1) with faculty (2) with curriculum (3) with other PSTs (4) with cooperating teachers, and (5) with P-12 students. Results from both groups suggest a lack of race content. PSTs of color reported feelings of exclusion and limited racial consciousness of White peers and faculty. Implications are discussed.
A quick Internet search regarding iPad use in classrooms will reveal that school districts across... more A quick Internet search regarding iPad use in classrooms will reveal that school districts across the country are purchasing iPads and similar tablets at a rapid rate. Accordingly, teachers are beginning to consider ways in which iPads can be used in their classrooms. During our recent work in an early childhood classroom (Beschorner and Hutchison, 2013) we learned that, although reading and responding to text has been shown as one important classroom use for tablet technology (Hutchison, Beschorner, Crawford-Schmidt, 2012), another important use may be as a tool for innovative parent communication. While following two preschool teachers who were using iPads in their classrooms for ten weeks, we noticed that they often used them to communicate in multiple ways with the parents of the children in their classes. For instance, the ease with which digital images, including photographs, videos, and screenshots, can be stored in the photo album and emailed at the touch of a button, simpli...
Educational Technology Research and Development, 2020
COVID-19 has forced educators to make rapid changes to their pedagogy in order to shift from face... more COVID-19 has forced educators to make rapid changes to their pedagogy in order to shift from face-to-face instruction to online delivery. In this time of rapid change, Kuo and Belland’s (Educ Technol Res Dev 64:661–680, 2016) exploratory study that highlights the types of interactions that correlated with African American students’ success in an undergraduate course could provide instructors with ideas about how to create more equitable online courses. Thus, this article describes how instructors might consider the cultural and racialized experiences of their students through an asset lens as they design online coursework. Specifically, instructors should attend to students’ experiences and determine how students will interact with the content, with the instructor, and with other learners. Implications are described.
International Journal of Education in Mathematics, Science and Technology
This case study explored pre-service teachers’ (PSTs) efforts to consider the integration of digi... more This case study explored pre-service teachers’ (PSTs) efforts to consider the integration of digital technology as they learned to use their developing TPACK to plan literacy instruction. PSTs were introduced to the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to support their learning. They observed modeling of the TIPC in practice, participated in group work, and discussed meaningful technology integration. The findings suggest that PSTs: (a) used new knowledge of digital tools to plan instruction, (b) could align their pedagogy to their use of a digital tool, and (c) believed that integrating technology was important. Further, four of the PSTs were observed during their field experience. Each used digital tools to support literacy goals. However, based on reflections from the overall group of PSTs in their literacy methods course, PSTs also felt overwhelmed by the selection of a digital tool that would support a literacy goal, struggled to know how to ...
vi CHAPTER I. NATURE OF THE PROBLEM 1 Background 1 Purpose of the Study 10 Significance of the Pr... more vi CHAPTER I. NATURE OF THE PROBLEM 1 Background 1 Purpose of the Study 10 Significance of the Problem 10 Research Questions 12 Definition of Terms 12 Overview of the Study 14 CHAPTER II. REVIEW OF LITERATURE 18 Introduction 18 Conceptual Framework 20 Shared Storybook Reading 27 Parent Education for the Promotion of Literacy Development .....31 Online Learning Environments 39 Summary 43 CHAPTER III. RESEARCH DESIGN AND PROCEDURES 44 Introduction 44 Problem and Purposes 46 Research Questions 47 Participants 49 Methods 54 Data Analysis 77 Summary 83 CHAPTER IV. RESULTS 84 Online Parent Education Program 84 Face-to-face Parent Education Program 107 Cross-Case Findings of Parent Education Program 134 CHAPTER V. DISCUSSION 145
Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
This chapter explores the use of the Technology Integration Planning Cycle (TIPC) for supporting ... more This chapter explores the use of the Technology Integration Planning Cycle (TIPC) for supporting teachers' decision-making as they plan virtual instruction. The TIPC is designed to support teachers in evaluating the possible contributions of digital tools to instruction that facilitates meeting specific learning goals. The use of the TIPC to support pre-service teachers, in-service teachers, and in professional development settings is discussed. Then, examples of a teacher using the TIPC as she plans virtual reading and writing instruction illustrate the potential of the TIPC to support effective virtual instruction. Finally, issues of access, equity, and safety related to use the TIPC are discussed.
Dispositional Development and Assessment in Teacher Preparation Programs
With a national push for the adoption of reliable disposition assessment tools in accredited teac... more With a national push for the adoption of reliable disposition assessment tools in accredited teacher preparation programs, many programs are beginning to assess PSTs' dispositions in more standardized ways. Responding to calls for more adequate preparation of PSTs to be able to teach in racially, culturally, and linguistically diverse classrooms in culturally sustaining ways, many disposition assessment tools aim to measure pre-service teachers' antiracist dispositions. This chapter utilizes counterstorytelling methodologies to examine the tensions of choosing, creating, and using disposition assessment tools, analyzing the ways that such tools may work to further antiracist teaching while simultaneously upholding whiteness ideology.
Mobile Technologies in Children’s Language and Literacy, 2018
Abstract Children’s emerging conceptions about literacy and its functions are influenced by their... more Abstract Children’s emerging conceptions about literacy and its functions are influenced by their experiences with a wide range of written and oral literacies, including the use of digital technology, in their homes and communities. Now that mobile technologies have become intuitive to use, relatively inexpensive, small and easy to move around and networked, they have provided an entry point for transformations in the creation and sharing of texts – they are changing the way young children ‘do’ literacy. In this chapter, the authors discuss the ways that children learn about multimodal texts; how mobile technology can facilitate the reading, creation and sharing of multimodal texts in preschool and primary classrooms; the literacy skills necessary for reading multimodal texts, and; strategies for planning instruction into which multimodal texts and mobile devices are integrated. Examples of how children may engage in multimodal reading and writing in and out of the classroom are also provided.
Purpose – Teachers should plan instruction that integrates digital tools into instruction in mean... more Purpose – Teachers should plan instruction that integrates digital tools into instruction in meaningful ways to promote students’ use of multimodalities. Therefore, it is useful for teacher educators to expose pre-service teachers (PSTs) to a systematic approach to integrating a variety of digital tools into their instruction. In this chapter, the authors discuss on the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014a, 2014b) as one systematic approach for teachers and teacher educators to consider. Design – This chapter describes the promise of using the TIPC with PSTs to demonstrate and practice how to plan effective literacy instruction to support students’ use of multimodalities. The chapter includes a rich description of how the use of the TIPC might take shape in a literacy methods course based on a composite of courses, students, and activities that the authors have experimented with over time. Findings – Using the TIPC with PSTs requires a structured ...
International Journal of Education in Mathematics, Science and Technology, 2013
Considering the increased influence of digital technologies on daily life and young childrenâs ... more Considering the increased influence of digital technologies on daily life and young childrenâs increased use of interactive technologies, early childhood educators are beginning to think about the role of technology in their classrooms. Many preschool programs are beginning to purchase iPads, or similar tablets, for classroom use. Thus, it is important to consider how iPads, or similar tablets, can be used in a developmentally appropriate manner with young children. To this end, this article describes the use of iPads in two preschool classrooms of four and five year-old children.
When students write informational text, they have the opportunity to engage with meaningful topic... more When students write informational text, they have the opportunity to engage with meaningful topics, become curious about the world, learn domain-specific knowledge, and use academic vocabulary. Given the possibilities for learning through writing informational text, it is important for teachers to reflect on and improve their informational writing instruction. This Teaching Tip describes approaches to creating a classroom environment that supports informational writing, including the use of digital tools for writing.
ABSTRACT Teachers in the United States are primarily White and female. Thus, the education system... more ABSTRACT Teachers in the United States are primarily White and female. Thus, the education system is built on whiteness and maintains white supremacy. One approach to disrupting racist outcomes is to increase the number of people of color pursuing teaching. Yet, the ways that pre-service teachers (PSTs) are racialized often results in PSTs of color experiencing harm during teacher preparation. Therefore, the purpose of this phenomonological study was to explore the racialized lived experiences of PSTs in a predominantly White teacher preparation program whose stated mission is to work to develop racially conscious educators who work toward equity and justice. Participants were PSTs (n = 15) enrolled in a teacher preparation program in the Midwest who were placed into two focus groups, one that identified as people of color and one as White. Focus groups discussed: their racialized lived experiences (1) with faculty (2) with curriculum (3) with other PSTs (4) with cooperating teachers, and (5) with P-12 students. Results from both groups suggest a lack of race content. PSTs of color reported feelings of exclusion and limited racial consciousness of White peers and faculty. Implications are discussed.
A quick Internet search regarding iPad use in classrooms will reveal that school districts across... more A quick Internet search regarding iPad use in classrooms will reveal that school districts across the country are purchasing iPads and similar tablets at a rapid rate. Accordingly, teachers are beginning to consider ways in which iPads can be used in their classrooms. During our recent work in an early childhood classroom (Beschorner and Hutchison, 2013) we learned that, although reading and responding to text has been shown as one important classroom use for tablet technology (Hutchison, Beschorner, Crawford-Schmidt, 2012), another important use may be as a tool for innovative parent communication. While following two preschool teachers who were using iPads in their classrooms for ten weeks, we noticed that they often used them to communicate in multiple ways with the parents of the children in their classes. For instance, the ease with which digital images, including photographs, videos, and screenshots, can be stored in the photo album and emailed at the touch of a button, simpli...
Educational Technology Research and Development, 2020
COVID-19 has forced educators to make rapid changes to their pedagogy in order to shift from face... more COVID-19 has forced educators to make rapid changes to their pedagogy in order to shift from face-to-face instruction to online delivery. In this time of rapid change, Kuo and Belland’s (Educ Technol Res Dev 64:661–680, 2016) exploratory study that highlights the types of interactions that correlated with African American students’ success in an undergraduate course could provide instructors with ideas about how to create more equitable online courses. Thus, this article describes how instructors might consider the cultural and racialized experiences of their students through an asset lens as they design online coursework. Specifically, instructors should attend to students’ experiences and determine how students will interact with the content, with the instructor, and with other learners. Implications are described.
International Journal of Education in Mathematics, Science and Technology
This case study explored pre-service teachers’ (PSTs) efforts to consider the integration of digi... more This case study explored pre-service teachers’ (PSTs) efforts to consider the integration of digital technology as they learned to use their developing TPACK to plan literacy instruction. PSTs were introduced to the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to support their learning. They observed modeling of the TIPC in practice, participated in group work, and discussed meaningful technology integration. The findings suggest that PSTs: (a) used new knowledge of digital tools to plan instruction, (b) could align their pedagogy to their use of a digital tool, and (c) believed that integrating technology was important. Further, four of the PSTs were observed during their field experience. Each used digital tools to support literacy goals. However, based on reflections from the overall group of PSTs in their literacy methods course, PSTs also felt overwhelmed by the selection of a digital tool that would support a literacy goal, struggled to know how to ...
vi CHAPTER I. NATURE OF THE PROBLEM 1 Background 1 Purpose of the Study 10 Significance of the Pr... more vi CHAPTER I. NATURE OF THE PROBLEM 1 Background 1 Purpose of the Study 10 Significance of the Problem 10 Research Questions 12 Definition of Terms 12 Overview of the Study 14 CHAPTER II. REVIEW OF LITERATURE 18 Introduction 18 Conceptual Framework 20 Shared Storybook Reading 27 Parent Education for the Promotion of Literacy Development .....31 Online Learning Environments 39 Summary 43 CHAPTER III. RESEARCH DESIGN AND PROCEDURES 44 Introduction 44 Problem and Purposes 46 Research Questions 47 Participants 49 Methods 54 Data Analysis 77 Summary 83 CHAPTER IV. RESULTS 84 Online Parent Education Program 84 Face-to-face Parent Education Program 107 Cross-Case Findings of Parent Education Program 134 CHAPTER V. DISCUSSION 145
Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
This chapter explores the use of the Technology Integration Planning Cycle (TIPC) for supporting ... more This chapter explores the use of the Technology Integration Planning Cycle (TIPC) for supporting teachers' decision-making as they plan virtual instruction. The TIPC is designed to support teachers in evaluating the possible contributions of digital tools to instruction that facilitates meeting specific learning goals. The use of the TIPC to support pre-service teachers, in-service teachers, and in professional development settings is discussed. Then, examples of a teacher using the TIPC as she plans virtual reading and writing instruction illustrate the potential of the TIPC to support effective virtual instruction. Finally, issues of access, equity, and safety related to use the TIPC are discussed.
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