ERIC Number: EJ1176135
Record Type: Journal
Publication Date: 2018-Jan
Abstractor: As Provided
Reference Count: 79
Design Perspectives for Making Animated Stories of Instruction: The Case of Promoting Teacher Noticing of Students' Prior Knowledge
González, Gloriana; DeJarnette, Anna F.
Journal of Technology and Teacher Education, v26 n1 p79-102 Jan 2018
The availability of technological resources for designing animations opens new possibilities for teacher education. However, there are limited examples illustrating the process of designing and writing stories that can be shown with animations or staged video in relation to specific teacher education goals. We use the case of a professional development that intended to increase teacher noticing of students' prior knowledge to illustrate a three-stage process for creating stories of classroom instruction that were shown as animations. We explain the design principles guiding our decisions. The stories drew upon a theoretical framework to model students' conceptions to make student thinking visible for teachers' discussion. Excerpts from a study group session with geometry teachers illustrate how the discussion of the stories promoted teacher noticing of students' prior knowledge. Overall, stories of instruction are useful representations of teaching that can promote opportunities for teachers to notice student thinking and promote their ability to make in-the-moment decisions considering students' ideas.
Descriptors: Teaching Methods, Faculty Development, Animation, Teacher Education, Prior Learning, Story Telling, Design, Geometry, Mathematics Teachers, Concept Formation, Geometric Concepts, Mathematics Instruction, Communities of Practice, Educational Technology, Technology Uses in Education, Secondary School Mathematics, Secondary School Teachers, High School Students
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: firstname.lastname@example.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Grant or Contract Numbers: 1253081