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1. Preservice Teachers’ Professional Noticing When Viewing Standard and 360 Video

   https://doi.org/10.1177/0022487120939544  

   Kosko, Karl W.; Ferdig, Richard E.; Zolfaghari, Maryam (May 2021, Journal of Teacher Education)

   Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology. 

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2. Situating presence within extended reality for teacher training: Validation of the eXtended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video

   Gandolfi, E. (January 2021, British journal of educational technology)

   null (Ed.)

   The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program. Data provided evidence of the validity of the Extended Reality Presence Scale (XRPS) for 360 video research in preservice teacher professional development. Moreover, evidence from the study suggests that those with higher feelings of presence are less likely to jump around (or twitch) while watching 360 videos. The main implications are that: a) the XRPS is a validated and reliable instrument and b) more research is needed to examine the presence and practices for in-service and preservice teachers while watching 360 video. 

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3. Integrating 360 media in teaching and teacher education

   Kosko, K. W.; Roche, L.; Ferdig, R E; Gandolfi, E; Kratcoski, A (January 2021, What teacher educators should have learned from 2020)

   null (Ed.)

   One of the most disruptive aspects of 2020 for teacher education, mainly due to COVID, was the loss of field placements for future teachers. Teacher educators attempted to respond to this gap with videos of exemplary practice—something used commonly in teacher education to supplement such field experiences. Teacher educators, however, should have learned about the potential and promise for the use of 360 video for teaching and teacher education. This chapter highlights the research behind the use of 360, also showcasing how it has been used successfully in mathematics teacher education and physical education teacher education. The chapter includes evidence supporting the use of 360 as a dissemination technique and a technology skill needed to be taught to current and future teachers. Finally, evidence is provided to suggest that the use of 360 should be continued even when field placements return fully face-to-face. 

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4. Teacher noticing with 360 video

   Heisler, J.; Kosko, K. W. (January 2021, School science and mathematics)

   Herron, J. (Ed.)

   Teacher noticing is a crucial facet of math and science teacher education, with one goal being to shift preservice teachers’ (PSTs) noticing from teacher-centered to student-centered. In this study, we used 360 videos to examine PSTs’ choices of where to look in a classroom. We discuss differences in attending behavior of those PSTs who focused on the specific themes of teachers’ scaffolding and student engagement. 

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5. A framework to support teacher noticing of students' mathematical thinking in technology‐mediated environments

   https://doi.org/10.1111/ssm.12601  

   McCulloch, Allison W.; Dick, Lara K.; Lovett, Jennifer N. (October 2023, School Science and Mathematics)

   Abstract The practice of teacher noticing students' mathematical thinking often includes three interrelated components: attending to students' strategies, interpreting students' understandings, and deciding how to respond on the basis of students' understanding. This practice gains complexity in technology‐mediated environments (i.e., using technology‐enhanced math tasks) because it requires attending to and interpreting students' engagement with technology. Current frameworks implicitly assume the practice includes noticing the ways students use tools (including technology tools) in their work, but do not explicitly highlight the role of the tool. While research has shown that using these frameworks supports preservice secondary mathematics teachers (PSTs) developing noticing practices, it has also shown that PSTs largely overlook students' technology engagement when they are working on technology‐enhanced tasks (Journal for Research in Mathematics Education, 2010; 41(2):169–202). In this article, we describe our adaptation of Jacobs et al.'s framework for teacher noticing student mathematical thinking to include a focus on making students' technology‐tool engagement explicit when noticing in technology‐mediated environments, the Noticing in Technology‐Mediated Environments (NITE) framework. We describe the theoretical foundations of the framework, provide a video case example, and then illustrate how the framework can be used by mathematics teacher educators to support PSTs' noticing when students are working in technology‐mediated environments. 

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