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1. Exploring Free Digital Tools in Education

   Mucundanyi, G.; Woodley, X. (January 2021, International journal of education and development using information and communication technology)

   Technology can assist instructional designers and teachers in meeting the needs of learners in traditional classrooms and virtual course environments. During the COVID-19 pandemic, many teachers and instructional designers began looking for resources they could use for hybrid and online course delivery. Many found that the cost of some technology tools was well outside of their financial means to assist them in meeting student learning outcomes. However, some digital tools provide free access for educators and are beneficial to students. In this article, the authors shared five tools they have used in developing and teaching online and traditional technology courses at the college level. They share how they used a learning management system tool, a collaboration tool, a search engine tool, a content creation tool, and a content sharing tool to engage students in their courses. As teachers look for alternatives to use as they move content from classroom teaching to online instruction, this article can help them consider the recommended tools for instruction. Teachers, instructors, and instructional designers may explore the free digital tools in this article and do further research on other digital tools to support student learning in their disciplines. 

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2. Developing Resilient K-12 STEM Teachers

   https://doi.org/10.1177/1523422318814483  

   Wright, Diane S.; Balgopal, Meena M.; Sample McMeeking, Laura B.; Weinberg, Andrea E. (February 2019, Advances in Developing Human Resources)

   The Problem The US is currently experiencing a shortage of K-12 science, technology, engineering, and mathematics (STEM) teachers, especially in high-poverty communities. The shortage can be explained by both low teacher recruitment and high teacher turnover; however, the reasons why teachers leave the profession are complex. The Solution We argue that teacher professional development programs are often focused on how teachers can meet the needs of their students but ignore how teachers can build their own professional resilience. We draw from research in both teacher self-efficacy and ecological adaptive capacity to propose a revised Teacher-Centered Systemic Reform Model that identifies adaptive capacity as an outcome goal for individuals and school systems. School environments are dynamic (e.g., new policies, student needs, and changing administrators), and as a result, teachers need skills to adapt, enabling them to be resilient while still meeting students’ needs. The Stakeholders Professional development, teacher educators, human resource development (HRD) practitioners, K-12 STEM teachers. 

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3. A framework to guide the development of a Teaching Mathematics with Technology Massive Open Online Course.

   Hollebrands, K (January 2017, North American Chapter of the Psychology of Mathematics Education)

   Mathematics teacher educators face a challenge of preparing teachers to use technology that is rapidly changing and easily available. Teachers have access to thousands of digital tools to use with students and need guidance about how to critically choose and use tools to support students’ mathematics learning. Research provides guidance to teachers about what features to look for in a technology tool and suggestions are offered about how mathematics teacher educators and researchers can support teachers in using technology to teach mathematics. 

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4. Developing TPACK for makerspaces to support mathematics teaching and learning

   Corum, K.; Spitzer, S.; Nichols, L.; Frank, K. (January 2020, Proceedings of the Forty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   In this project, we investigate how teachers develop the skills and knowledge to integrate makerspace technologies into mathematics lessons. Makerspaces are physical spaces that encourage creative design that often include emerging technologies such as 3D fabrication, coding, and robotics, and are being increasingly used to enhance mathematics instruction. Research suggests that for teachers to integrate any new technology into instruction, they must develop a specialized technological pedagogical content knowledge (TPACK), but little is known about how teachers develop TPACK for makerspace technology. We present emerging findings investigating how practicing mathematics teachers developed TPACK for makerspaces during a graduate technology course. Results suggest that despite similar experiences in the course, teachers varied significantly in their development of TPACK and integration of technology. 

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5. Transforming Education or Digitizing the Status Quo?

   Meier, E. B.; Mineo, C.; Kirsch Page, K.; McCall, S. (June 2023, Educatioanal Leadership)

   ASCD (Ed.)

   Four key lessons on using technology to catalyze deeper learning. Technology can catalyze pedagogical change, but to do this, digital tools cannot simply be tacked onto existing learning methods. A research team shares how to flip the PD script, guiding teachers first to identify a critical question for students to explore and then examine technologies that support an inquiry-based approach. In this way, teachers (and administrators) learn how to incorporate digital tools in service of pedagogical shifts that deepen learning for all students. 

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