Carmen Durham

AI for Differentiation

MIDTESOL Ed Tech IS Newsletter., (Spring).

Centering Equity for Multilingual Learners in Preservice Teachers’ Technological Pedagogical Content Knowledge (TPACK)

Journal of Teacher Education, 75(3), 347–360.

Digital Literacy: Definitions and Frameworks

MIDTESOL Ed Tech IS Newsletter, (Winter).

Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations

The CATESOL Journal, 34(1).

Mirá, mirá [Look at this]”: High school emergent bilingual learners multitasking and collaborating with digital tools

Educational Technology and Society, 27(3), 268–282.

Reflecting on Roots while Forging the Future: Exploring Teacher Identity

Carolina TESOL. Presented at the Carolina TESOL, Myrtle Beach, SC.

Mirá, mirá [Look at this]”: High school emergent bilingual learners multitasking and collaborating with digital tools

AERA. Roundtable presented at the AERA, Chicago, IL.

Preservice teachers developing humanizing intercultural competence during field-based interactions: Opportunities and challenges

Teaching and Teacher Education, 124.

Promising Practices with Heritage Learners

Iowa World Language Association Annual Conference. Presented at the Iowa World Language Association Annual Conference, Ankeny, IA.

Teacher educator toolbox: Strategic mediation in teacher preparation coursework focused on technology

System, 114, 103031.

“Most of His Teachers Had ‘Given Up’”: Preparing Future Educators to Critically Examine Their Multifaceted Instructional Demands

The Teacher Educator, 59(1), 103–122.

A virtual community exploration project to improve home-school connections

In C. Lin, N. Bell, & J. B. Cowen (Eds.), Supporting Student Success through Community Asset Mapping. NYS TESOL.

Engaging culturally and linguistically diverse families in bilingual education

MIDTESOL Conference. Presented at the MIDTESOL Conference, Kansas City, MO.

Exploring Students’ Worlds: Leveraging Funds of Knowledge Through Virtual Community Explorations

AERA. Roundtable presented at the AERA, San Diego, CA.

Five ways to activate students’ background with Nearpod

MDTESOL Newsletter, (Fall).

Meeting culturally and linguistically diverse students’ needs: Transitioning from face-to-face to virtual instruction

AERA. Roundtable presented at the AERA, San Diego, CA.

Preservice Teachers Developing Humanizing, Intercultural Competence

AERA. Presented at the AERA, San Diego, CA.

Teacher Educator Toolbox: Strategic Mediation for Preparing Teachers to Use Technology

SSRN. http://www.scopus.com/inward/record.url?eid=2-s2.0-85137750614&partnerID=MN8TOARS

Teachers as digital composers: Designing digital jumpstarts to scaffold for emerging bilingual learners

Computers and Education, 189.

‘We just learned from each other’: ESOL pre-service teachers learning to use digital tools across coursework and student teaching

The Language Learning Journal, 51(6), 783–796.

Affordances and Constraints of Fluid Language Practices in Linguistically Diverse Classrooms

AAAL Virtual. Presented at the AAAL Virtual.

An interactional sociolinguistic analysis of language brokering between pre-service teachers and bilingual students

AAAL Virtual. Presented at the AAAL Virtual.

Developing Teachers for Culturally and Linguistically Diverse Students through Field-based Interactional Learning

AERA Virtual. Presented at the AERA Virtual.

Exploring Communities and Identifying Funds of Knowledge for Meaningful Instruction

MDTESOL Newsletter, (Winter).

High school student and teacher interactions across face-to-face and virtual instruction throughout the COVID pandemic

AAAL Virtual. Presented at the AAAL,Virtual.

Navigating a New World of Online Instruction with ESOL Interns

TESOL Virtual. Presented at the TESOL, Virtual.

Rising to the Challenge: Preparing Pre-Service Teachers During a Global Pandemic

New Educator, 17(4), 375–393.

"In Your Country": Culturally and Linguistically Diverse Preservice Teachers and Students Discursively Co-Constructing Transnational Identity

Proceedings of the 2020 AERA Annual Meeting. Presented at the 2020 AERA Annual Meeting.

An interactional sociolinguistic analysis of language brokering between pre-service teachers and bilingual students

AAAL. Presented at the AAAL, Denver, Colorado.

Exploring Technology with Teacher Candidates

MDTESOL Newsletter, (Fall).

Interactive and Accessible Instruction with ThingLink

MDTESOL Virtual. Technology Presentation presented at the MDTESOL Virtual.

Navigating a New World of Online Education with Student Teachers

Durham, C., Jones, L., & Cataneo, A. (2020, August). TESOL Teacher Education Interest Section Newsletter.

Overcoming perceived language barriers through language brokering and digital tools

TESOL. Presented at the TESOL, Denver, Colorado.

Pre-service teachers and students discursively co-constructing (trans-)national identities

AAAL. Presented at the AAAL, Denver, Colorado.

Pre-service teachers and students using digital tools to navigate “language barriers” in their face-to-face interactions

AALL. Presented at the AALL, Denver, CO.

Preservice Teachers Using Digital Tools to Navigate "Language Barriers"

Presented at the 2020 AERA Annual Meeting.

Co-Constructing interculturality through field-based interactional learning

AERA. Presented at the AERA, Toronto, Canada.

Pre-service teachers co-constructing interculturality with linguistically diverse students through field-based interactional learning

AAAL. Presented at the AAAL, Atlanta, GA.

Teacher interculturality in an English as a second language elementary pull-out program

NCTEAR. Presented at the NCTEAR, Townson University, MD.

Teacher interculturality in an english as a second language elementary pull-out program: Teacher as broker in the school’s community of practice

Qualitative Report, 23(3), 677–695. http://www.scopus.com/inward/record.url?eid=2-s2.0-85044340419&partnerID=MN8TOARS

Teaching with Technology 2016: Language Educators Talking Tech

East Lansing, MI: Smashwords.

Ruins, Crisis, and Travel in a Modernizing Hispanic World

Hispanófila, 171(1), 181–186.