Amplifying Autonomy and Collective Conversation: Using Video iPods[TM] to Support Mathematics Teacher Learning
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| Title: | Amplifying Autonomy and Collective Conversation: Using Video iPods[TM] to Support Mathematics Teacher Learning |
|---|---|
| Language: | English |
| Authors: | Morris, Katherine A., Easterday, Joan |
| Source: | Issues in Teacher Education. Fall 2008 17(2):47-62. |
| Availability: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 High Schools Intermediate Grades Middle Schools Secondary Education |
| Descriptors: | Second Language Learning, Mathematics Teachers, Algebra, Professional Development, Mathematics Instruction, Teaching Methods, English (Second Language), Instructional Improvement, Teacher Improvement, Longitudinal Studies, Thinking Skills, Teacher Education, Handheld Devices, Professional Autonomy, Elementary School Teachers, Middle School Teachers, Secondary School Teachers |
| Geographic Terms: | California |
| ISSN: | 1536-3031 |
| Abstract: | Mathematics teaching and learning are inherently complex practices, and reports suggest that American teachers are not as successful at teaching mathematics as the authors might hope. In this article, the authors explore how a seemingly ubiquitous new technology--the personal audio/video player--just might help teachers improve mathematics teaching and learning. This article explores how the video iPod[TM], new on the technological frontier in teacher education, can be utilized to support teachers' learning in and from teaching practice. The authors begin by outlining affordances and limitations of various video-based technologies that have been used in mathematics teacher education over the last two decades. Then, they provide an illustrative case in which video iPods[TM] have been employed in a longitudinal professional development initiative designed to help 5th to 9th grade teachers improve their practices in teaching algebraic thinking to English Language Learners (ELLs). Here, the authors report how teachers use the iPod[TM] and what it enables them to do, and share their preliminary findings that suggest personal audio/video players can foster both greater autonomy in professional learning and greater participation in more rigorous professional development discussions, thereby creating increased opportunities for teacher learning. The authors conclude by looking toward the future, considering new ways of utilizing the technologies and posing questions for continuing research. (Contains 1 figure and 2 notes.) |
| Abstractor: | ERIC |
| Number of References: | 25 |
| Entry Date: | 2009 |
| Access URL: | https://www.caddogap.com/periodicals.shtml |
| Accession Number: | EJ831298 |
| Database: | ERIC |
| Abstract: | Mathematics teaching and learning are inherently complex practices, and reports suggest that American teachers are not as successful at teaching mathematics as the authors might hope. In this article, the authors explore how a seemingly ubiquitous new technology--the personal audio/video player--just might help teachers improve mathematics teaching and learning. This article explores how the video iPod[TM], new on the technological frontier in teacher education, can be utilized to support teachers' learning in and from teaching practice. The authors begin by outlining affordances and limitations of various video-based technologies that have been used in mathematics teacher education over the last two decades. Then, they provide an illustrative case in which video iPods[TM] have been employed in a longitudinal professional development initiative designed to help 5th to 9th grade teachers improve their practices in teaching algebraic thinking to English Language Learners (ELLs). Here, the authors report how teachers use the iPod[TM] and what it enables them to do, and share their preliminary findings that suggest personal audio/video players can foster both greater autonomy in professional learning and greater participation in more rigorous professional development discussions, thereby creating increased opportunities for teacher learning. The authors conclude by looking toward the future, considering new ways of utilizing the technologies and posing questions for continuing research. (Contains 1 figure and 2 notes.) |
|---|---|
| ISSN: | 1536-3031 |
