“The conversation has more levels”: exploring Zoom’s text chat as a discussion mediator in middle school teachers’ online professional development

Nash, Brady; Zengilowski, Allison; Schallert, Diane L.

doi:10.1080/21532974.2023.2180117

Cited by 7 publications

(8 citation statements)

References 49 publications

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“…Bergviken Rensfeldt et al (2018), Miller et al (2023), Nash et al (2023), Trust and Horrocks (2017), Zhang et al (2017) and Zhong and Craig (2020)…”

Section: Resultsmentioning

confidence: 99%

“…Recent research suggests that the use of digital tools can foster a safe, democratic and equitable discussion spaces that amplify teachers' voices and foster democratic and equitable discussion spaces (Nash et al, 2023). This is particularly significant for historically marginalized groups, such as teachers of colour, whose opinions have often been overlooked in discussions of curricula and school policy.…”

Section: Resultsmentioning

confidence: 99%

“…Eight of the sampled studies suggest that OPLCs offer ubiquitous learning opportunities for teachers. More specifically, technology enables teachers to access OPLCs anywhere (Davis, 2015; Nash et al, 2023; Tseng & Kuo, 2014) and at any time (Zhong & Craig, 2020), giving them the flexibility to participate according to their circumstances (Bernard et al, 2018). For example, teachers can access Twitter‐based OPLCs on their smartphones, allowing for participation outside of their homes or offices (Britt & Paulus, 2016).…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Technological affordances in teachers' online professional learning communities: A systematic review

Jin,

Song,

Cheung

et al. 2023

Computer Assisted Learning

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Background StudyPrevious systematic reviews concluded that online professional‐learning communities (OPLCs) have positive effects on teachers' development, but explored neither the technological affordances that make this possible nor the potential negative impacts of technology use in OPLCs.ObjectivesThe aim of this study is to systematically analyse previous research on teachers' OPLCs, and thus help answer the question of what technological affordances (dis)empower members of teachers' OPLCs, and how they do so.MethodsThis study applied the systematic‐review method. A total of 28 studies were identified and analysed using rigorously defined inclusion and exclusion criteria. The results are reported as a synthesis.Results and ConclusionsFirst, in theme, the selected articles primarily focused on features of OPLCs and of teachers' knowledge. Second, mixed‐methods approaches were commonly used in the sampled research, and the number of studies employing advanced statistical methods and machine learning increased over time. And third, the reviewed studies' findings suggest that technology supports ‘bottom‐up’ teachers' communities (as distinct from ‘top‐down’ professional development organized by educational authorities) in seven ways: that is, by promoting collaboration opportunities, expanding the participants' networks, facilitating knowledge sharing, delivering support more rapidly, providing emotional support, allowing ubiquitous learning, and enabling multiple modes of participation.

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“…Bergviken Rensfeldt et al (2018), Miller et al (2023), Nash et al (2023), Trust and Horrocks (2017), Zhang et al (2017) and Zhong and Craig (2020)…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Technological affordances in teachers' online professional learning communities: A systematic review

Jin,

Song,

Cheung

et al. 2023

Computer Assisted Learning

View full text Add to dashboard Cite

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“…Having explained these distinctions, we turn to the research examining the emotional experiences of teachers within the context of their work (Frenzel et al, 2018;Hargreaves, 1998;Schutz & Zembylas, 2009;Uitto et al, 2015). These studies have described diverse forms of emotion, including the challenging emotions teachers experience as they work in difficult circumstances (Atmaca et al, 2020;Yin et al, 2019), emotions related to in-the-moment classroom experiences (de Ruiter et al, 2019;Fix et al, 2020), and emotions experienced in teachers' professional development (Gaines et al, 2019;Nash, 2022). Winograd (2003), for example, in a self-study, highlighted the ways in which both challenging and productive teacher emotions were situated within larger structural problems that contribute both to the emotional nature of teaching and to the specific, often self-accusatory, emotions teachers may feel.…”

Section: Emotions and Teacher Expertisementioning

confidence: 99%

“Always Trying to Dig Deeper”: The Enactment of Teaching Expertise as an Emotion-Laden Continual Learning Process

Nash,

Pruitt,

Schallert

2024

Teachers College Record: The Voice of Scholarship in Education

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Background or Context: Amid a backdrop of increasing deprofessionalization of teaching and teacher education, education researchers and reformers continue to highlight the complexity and expertise of these professions. Expertise-as-process (Bereiter & Scardamalia, 1993) is a conception of expertise that eschews the traditional focus on accumulated knowledge, emphasizing instead expertise as a process of identifying new challenges and using challenges to continue learning. Although this conception has been used to inform thinking regarding expertise more broadly, it has rarely been applied in empirical studies of teaching and teacher education. Purpose, Objective, Research Question, or Focus of Study: Using expertise-as-process as a framework for analysis, this instrumental case study focuses on one expert literacy teacher/teacher educator who enacted expertise as a continual learning process. Research Design: The case study draws from 18 months of data collection to examine the lived enactment of expertise-as-process through praxis. The study focuses on the focal participant’s planning, teaching, professional learning, collaborative discussions, and recollections of her 20+-year career as a high school English teacher and teacher educator. Conclusions or Recommendations: The focal participant enacted progressive problem-solving by engaging in complex thinking about teaching and students, actively seeking opportunities to improve her teaching, and involving collaborators in these pursuits. This approach to teaching was accompanied by diverse emotions: passion, care, anxiety, and dissatisfaction. This case study provides a detailed picture of an expert teacher’s practice across domains through a theoretical lens rarely used to understand expertise in the teaching profession, and adds a needed emotional dimension to the research on teacher expertise and on expertise more broadly.

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“…Teachers can be intentional in supporting students with hearing differences by making information available in visual as well as spoken forms and creating opportunities for students to share information with each other through writing, either publicly or via backchannels, practices which align with the UDL principle of flexibility in use by allowing students to engage with content, one another, and the teacher in ways that work well for them. When using digital literacies, teachers can include videos that are subtitled, create intentional protocols for text-chatting in videoconference programs (see Nash et al, 2023), and present visual information on screens or projectors to accompany spoken dialogue. Teachers can also use live captioning features built into many computer programs, including PowerPoint and Zoom, that provide subtitles alongside spoken language.…”

Section: Designing For Auditory Accessibilitymentioning

confidence: 99%

Accessibility in video gaming: An overview and implications for English language arts education

Gillern

Nash

2023

J Adolescent & Adult Lit

Self Cite

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Scholars in recent years have explored the connections between video games, literacy, and learning. Research illustrates that video games can serve as texts for engagement and analysis in English language arts classrooms. Scholars have also demonstrated how games themselves effectively integrate a complex array of learning principles that help players understand and progress in the game. In this article, we explore how recent efforts in game design to promote accessibility for differently abled gamers have implications for literacy education that can promote inclusivity and equity in English language arts classrooms. While recognizing the social construction of the concept of (dis)abilities, we explore existing literature on the video games, literacy, accessibility, and universal design for learning. We then demonstrate specific ways that video game designers promote visual, auditory, motor, and cognitive accessibility for gamers and share how literacy educators can draw upon these strategies to promote accessibility in their curriculum and instruction to help all students engage, learn, and thrive.

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“The conversation has more levels”: exploring Zoom’s text chat as a discussion mediator in middle school teachers’ online professional development

Cited by 7 publications

References 49 publications

Technological affordances in teachers' online professional learning communities: A systematic review

Technological affordances in teachers' online professional learning communities: A systematic review

“Always Trying to Dig Deeper”: The Enactment of Teaching Expertise as an Emotion-Laden Continual Learning Process

Accessibility in video gaming: An overview and implications for English language arts education

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