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"The CITE Journal is an online, open-access, peer-reviewed journal, established and jointly sponsored by six professional associations (AMTE, ASTE, NCSS-CUFA, ELATE, ITEEA,  and SITE). The works on this site are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License"

"The sudden shift to online instruction caused by COVID-19 social distancing requirements prompted educators to solve new problems of technology and pedagogy. This study shares the experiences of undergraduate students in an elementary mathematics content course with learning to share visual images of their work in online classes. The authors modified the PICRAT framework (Kimmons et al., 2020) for choosing and evaluating technology in terms of pedagogical concerns and students’ opportunities for collaborative interaction to analyze the data. Spanning a two-course sequence in 2020-2021, two cohorts of students received small document cameras to broaden forms of participation, shifting from the instructor “scribing” as students verbally described their thinking during Course 1 to sharing images of their own work as they described it during Course 2. Findings focus on choosing transformative technology and will be of interest to mathematics and teacher educators concerned with equitable instruction."

"Digital texts present K-12 educators with challenges and opportunities for engaging students in critical inquiry about sociopolitical issues, especially amid the prevalence of dehumanizing digital discourses on such topics. This comparative qualitative case study examines how two high school teachers (English language development; civics) enacted humanizing critical digital literacy (CDL) pedagogies. The researchers focused on how their standpoints, made visible through their self-reflexivity (SR), informed why and how they selected, interpreted, and taught digital texts, including film and videos, audiobooks, news and social media, and digital compositions related to immigration and other sociopolitical issues. Data included semistructured interviews, focus group data, teacher lesson artifacts, and examples of digital texts and classroom practices. These data were transcribed, coded, and analyzed through theory-informed and emergent qualitative analysis. Findings suggest that, while teachers’ standpoints were highly contextual and tied to their identities, histories, and lived experiences, they informed teachers’ digital text selections and CDL pedagogies in aligned and distinct ways. Teachers’ SR was revealed through (a) justice-engaged standpoints, (b) literacies with histories, and (c) digital texts and tools that foster belonging and community. These cases illustrate how teachers’ SR informs humanizing CDL pedagogies that support students’ sensemaking, historical inquiry, and engagement with social change."

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