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This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the "Everyday Mathematics" Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video. Web usage data reveal that the commentary surrounding video posted to the VLC is sparse and surface level, possibly indicating a lack of serious attention to the videos. Interview data, however, indicate that participants felt they learned from this resource. Participants reported that the videos provided them with the opportunity to view and reflect on model lessons, plan curricula, and consider student thinking, among other learning outcomes. Participants also identified key factors that prevented them from posting comments to the site to convey their learning. These results can be used to understand not only how teachers perceive their own learning from classroom video, but also to redesign online professional development experiences to promote expression of that learning.

A key debate in computer science education is whether and how computational thinking (CT) is used within disciplines other than computer science. Broad definitions provide many avenues for developing integrated instruction, as practices within existing activities can simply be reframed in terms of CT. But such general use of the term CT may confuse its meaning and dilute its power as a tool for bringing CS to all. In this paper, we take the viewpoint that mathematical thinking and computational thinking share common practices, such as using repetition to accomplish tasks, but these shared ideas may develop differently in mathematics and computer science. We use document analysis to analyze the K-5 Common Core State Standards for Mathematics for the presence of these common practices and describe the specific ways they develop in mathematics. We compare these elements of mathematical thinking to related elements of CT to identify synergies and differences between CT and mathematical thinking. We argue that these synergies and differences have implications for the development of integrated instruction designed to bring CS to all.

Online professional learning websites provide a unique window into how teachers make self-directed choices about their own professional development. This study extends previous research on how teachers use online resource repositories to examine how teachers make choices about resource use on a professional learning website. The website, the Everyday Mathematics Virtual Learning Community, offers teachers two types of professional learning resources: (1) videos that can be played and (2) documents that can be downloaded. Each resource is presented with a wealth of information--such as user ratings, user comments, grade level designation, and a resource description--that could potentially influence teachers' decisions about whether to use the resource. This study uses multiple regression to understand what information predicts whether teachers download a document or play a video. The results indicate that teachers are influenced by other users' evaluations of resources, perceived practicality of resources, and brevity and accessibility of information about resources.

Teachers face many challenges helping students meet the expectations set forth in the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010). CCSSM content standards not only introduce new concepts at each grade level but also require teachers to learn new terminology for old concepts and consider how students' understanding of concepts builds across grades. The Common Core's Standards for Mathematical Practice (SMP) pose an even greater challenge, as these "habits of mind," or processes for doing mathematics, will be assessed in many states for the first time. CCSSM expectations demand such effective teaching practices as those outlined in "Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014). This article describes how using video clubs for professional development can help teachers effectively implement CCSSM. The authors provide an overview of video clubs and why they are useful, share key experiences from their own work conducting video clubs with practicing teachers, and provide recommendations for others who wish to start video clubs.

Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and presents a challenge for educators to consider when engaging in online learning.

A key debate in computer science education is whether and how computational thinking (CT) is used within disciplines other than computer science. Broad definitions provide many avenues for developing integrated instruction, as practices within existing activities can simply be reframed in terms of CT. But such general use of the term CT may confuse its meaning and dilute its power as a tool for bringing CS to all. In this paper, we take the viewpoint that mathematical thinking and computational thinking share common practices, such as using repetition to accomplish tasks, but these shared ideas may develop differently in mathematics and computer science. We use document analysis to analyze the K-5 Common Core State Standards for Mathematics for the presence of these common practices and describe the specific ways they develop in mathematics. We compare these elements of mathematical thinking to related elements of CT to identify synergies and differences between CT and mathematical thinking. We argue that these synergies and differences have implications for the development of integrated instruction designed to bring CS to all. [ABSTRACT FROM AUTHOR]