Leigh A. van den Kieboom

Using Sociocultural Theory to Guide Teacher Use and Integration of Instructional Technology in Two Professional Development Schools

Abstract This article demonstrates how sociocultural theories can be used to support strategic structuring of professional development activities for preservice and practicing teachers on technology use and integration. Examples are drawn from the authors’ experiences with teachers in two professional development schools that participated in a four-year Preparing Tomorrow’s Teachers in Technology (PT3) project. After a review of sociocultural theory and their context, the authors describe three “activity systems” in these schools: one for practicing teachers, one for preservice teachers, and a jointpreservice/practicing teacher system. Important supports for use and integration of technology built into each of these activity systems included: varied activities aimed at both beginning and advanced technology users, multiple levels of “assisted performance,” and a collaborative culture that offered numerous opportunities for shared work. Lessons learned and implications for teacher educators involved in similar partnerships are outlined.

Learning to Notice Student Thinking About the Equal Sign: K-8 Preservice Teachers’ Experiences in a Teacher Preparation Program

In this chapter, we present our work and research related to preservice teacher (PST) noticing, describing how we provide PSTs with opportunities to notice student thinking about the equal sign and equality. We designed an instructional intervention in an integrated mathematics content and pedagogy course (with a field experience) to support PSTs in (1) learning about key mathematical ideas related to the equal sign and equality, and (2) rehearsing teacher noticing skills. Our PSTs rehearsed and reflected on their noticing skills by conducting two one-on-one clinical interviews with elementary students and participating in debriefing interviews with course instructors. Using this context, we examined (1) the extent to which PSTs attended to and further explored student understanding of the equal sign and equality, and (2) what PSTs perceived they learned about aspects of their teacher professional noticing skills and student thinking about the equal sign and equality. Our results indicate that the PSTs predominantly noticed the strategies students used to solve a task without focusing on student thinking about the equal sign and equality. In addition, our PSTs perceived that they strengthened either their own knowledge or student knowledge of the equal sign and equality while conducting their diagnostic clinical interviews.