Stephen A. Bernhardt’s research while affiliated with University of Delaware and other places

This chapter discusses ways in which the use of interactive technology in a problem-based course that integrates mathematics, science, and technology fosters creativity among future secondary mathematics teachers in their first year in college. The course was built on research-based principles to learn mathematics for understanding. We found that creativity is fostered naturally by teaching mathematics based on those principles. Creativity is fostered, promoted and developed when (a) learners themselves grapple with concepts and make concepts explicit; (b) learners actively build new understanding on previous knowledge; (c) learners engage with mathematics as a social process; (d) learners use multiple representations and connections to enhance their understanding; (e) learners pose and solve problems; and (f) learners exercise multiple modes of learning—when they read, talk, write, draw, analyze, apply, present, and reflect. We discuss the use of technology and issues related to future teachers’ creativity as they solve problems; design experiments and collect, represent, and analyze data; develop mathematical models for phenomena in the physical, biological, and social sciences; and build and program their own robot.

This chapter describes an empirical study aimed to design, implement, and refine a learning trajectory for developing future mathematics teachers' Technological Pedagogical Content Knowledge (TPACK). The learning trajectory is set in an instructional context where mathematics and technology are learned through inquiry, cooperation, communication, and modeling early in the teacher preparation program with the intent to establish a classroom model of instruction. The chapter focuses on preservice teachers ' learning in two dimensions of TPACK. One dimension is the extension of preservice teachers knowledge to each one of the four principal components of TPACK: Overarching conceptions, Students understanding and thinking, Curriculum and curricular materials, and Instructional strategies and representations for teaching. The second dimension is along preservice teachers' progression in the five levels of adoption of technology: Recognizing, Accepting, Adapting, Exploring, and Extending. The learning trajectory is based on research and theory for learning mathematics in a meaningful way.

This chapter describes an empirical study aimed to design, implement, and refine a learning trajectory for developing future mathematics teachers' Technological Pedagogical Content Knowledge (TPACK). The learning trajectory is set in an instructional context where mathematics and technology are learned through inquiry, cooperation, communication, and modeling early in the teacher preparation program with the intent to establish a classroom model of instruction. The chapter focuses on preservice teachers' learning in two dimensions of TPACK. One dimension is the extension of preservice teachers knowledge to each one of the four principal components of TPACK: Overarching conceptions, Students understanding and thinking, Curriculum and curricular materials, and Instructional strategies and representations for teaching. The second dimension is along preservice teachers' progression in the five levels of adoption of technology: Recognizing, Accepting, Adapting, Exploring, and Extending. The learning trajectory is based on research and theory for learning mathematics in a meaningful way.

This paper is about integrating the use of graphing technology (specifically, GeoGebra) with principles of motion, principles of perspective, and the concept of vanishing points to model a dynamic event. Students were asked to analyse video images of a rowing competition filmed with a single camera positioned perpendicular to the race. The fixed position of the camera in such races makes it difficult to determine whether a scull closer to the camera is actually overtaking another, more distant scull. The paper illustrates how students in their first year at the university can integrate the use of technology, science, mathematics, and writing to solve a real world problem involving motion.

On the Blunt Edge: Technology in Composition’s History and Pedagogy Shane Borrowman, editor Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Scholars Amy C. Kimme Hea, editor Rhetorical Delivery as Technological Discourse: A Cross-Historical Study Ben McCorkle Digital Detroit: Rhetoric and Space in the Age of the Network Jeff Rice Technologies of Wonder: Rhetorical Practice in a Digital World Susan H. Delagrange

Circulating written drafts and conducting roundtable reviews are two important document-development activities in many work sites. Previous studies suggest that review processes are frustrating for participants and have substantial inefficiencies caused by conflicting participant purposes. This article presents two case studies of the document-review practices for clinical study reports from a large pharmaceutical company, paying particular attention to whether review efforts contributed to improvements in document quality. Findings suggest that document review did not lead to demonstrable improvement in report quality. The authors offer recommendations for improving document-review practices.

In problem-based learning, students working in collaborative groups learn by resolving complex, realistic problems under the guidance of faculty. In this chapter, we examine the evidence for effectiveness of the method to achieve its goals of fostering deep understandings of content and discuss the potential for developing process skills: research, negotiation and teamwork, writing, and verbal communication.