Çakmak Gürel, Zeynep

This study investigates whether the dynamically generated scaffolding provided by experts at the end of each modeling task was used effectively as a scaffold to foster preservice teachers’ mathematical modeling competencies. The contingent support at the end of each modeling activity was used as the scaffold to foster preservice teachers’ mathematical modeling competence. The study employed the teaching experiment method involving three experts and 33 preservice teachers in a secondary education program over eight weeks. Four modeling activities were conducted to examine changes in various aspects of scaffolding. The results provide evidence that the scaffolding given at the end of each modeling activity carried over to subsequent tasks and had the potential to significantly enhance the preservice teachers’ modeling competencies.

Shirley, Melissa L.; Irving, Karen E.; Sanalan, Vehbi A.; Pape, Stephen J.; Owens, Douglas T.

Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts. However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform. Practicality consists of three constructs: congruence with teacher's values and practice; instrumentality-compatibility with the existing school structures; and cost/benefits-whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important considerations for the implementation of educational technology.