@article{emhoff_durham_2024, title={AI for Differentiation}, number={Spring}, journal={MIDTESOL Ed Tech IS Newsletter.}, publisher={MIDTESOL Ed Tech IS Newsletter}, author={Emhoff, A. and Durham, C.}, year={2024} }
 @article{durham_2024, title={Centering Equity for Multilingual Learners in Preservice Teachers’ Technological Pedagogical Content Knowledge (TPACK)}, volume={75}, ISSN={0022-4871 1552-7816}, url={http://dx.doi.org/10.1177/00224871231223460}, DOI={10.1177/00224871231223460}, abstractNote={Recent calls encourage teacher education programs to examine how they address equity within educational technology coursework. This study therefore conceptualizes equity specifically related to using digital tools with multilingual learners. Drawing on a technological pedagogical content knowledge (TPACK) framework informed by prior research on (language) teacher education and computer-assisted language learning, this study examines how preservice teachers described their knowledge base specifically related to using digital tools equitably with multilingual learners. Qualitative analysis of 17 preservice teachers’ course discussions, assignments, and interviews revealed that preservice teachers purposefully reflected on and selected digital tools to use that would support students’ language development and leverage students’ interests. They also reflected on structural inequities and advocacy related to technological implementation. This study encourages teacher educators to support preservice teachers in developing technologically savvy practices that are also linguistically responsive and humanizing by centering equity in TPACK.}, number={3}, journal={Journal of Teacher Education}, publisher={SAGE Publications}, author={Durham, Carmen}, year={2024}, month={Jan}, pages={347–360} }
 @article{durham_2024, title={Digital Literacy: Definitions and Frameworks}, number={Winter}, journal={MIDTESOL Ed Tech IS Newsletter}, author={Durham, C.}, year={2024} }
 @article{durham_jones_hall_2024, title={Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations}, volume={34}, ISSN={1535-0517}, url={http://dx.doi.org/10.5070/b5.24841}, DOI={10.5070/b5.24841}, abstractNote={One essential part of teaching multilingual learners is leveraging their funds of knowledge, or students’ dynamic knowledge and practices developed in their households and communities. However, it can be challenging to identify funds of knowledge, especially in a virtual environment. This case study examines a virtual internship experience where preservice teachers (PSTs) completed a Community Exploration project designed to enhance their knowledge of students’ lives outside of school. PSTs identified important locations in the surrounding community, (virtually) visited these locations, and explored how to integrate possible funds of knowledge from these sites into their curriculum. Upon analyzing the Community Exploration projects, recordings of PSTs presenting their projects, and interviews with PSTs, we found that PSTs purposefully planned opportunities to discover students’ viewpoints, which allowed them to identify concrete examples of funds of knowledge and make connections to curriculum. We also discuss various challenges and implications for teacher education.}, number={1}, journal={The CATESOL Journal}, publisher={California Digital Library (CDL)}, author={Durham, Carmen and Jones, Loren and Hall, Wyatt}, year={2024}, month={Jan} }
 @article{durham_jones_2024, title={Mirá, mirá [Look at this]”: High school emergent bilingual learners multitasking and collaborating with digital tools}, volume={27}, number={3}, journal={Educational Technology and Society}, author={Durham, C. and Jones, L.}, year={2024}, pages={268–282} }
 @inproceedings{durham_2024, title={Reflecting on Roots while Forging the Future: Exploring Teacher Identity}, booktitle={Carolina TESOL}, author={Durham, C.}, year={2024} }
 @inproceedings{durham_jones_2023, title={Mirá, mirá [Look at this]”: High school emergent bilingual learners multitasking and collaborating with digital tools}, booktitle={AERA}, author={Durham, C. and Jones, L.}, year={2023} }
 @article{martin-beltrán_durham_cataneo_2023, title={Preservice teachers developing humanizing intercultural competence during field-based interactions: Opportunities and challenges}, volume={124}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85149764104&partnerID=MN8TOARS}, DOI={10.1016/j.tate.2022.104008}, abstractNote={To promote equity in education, teacher educators must prepare teachers to connect with culturally and linguistically diverse (CLD) students in critical and humanizing ways. This study examines how pre-service teachers (PSTs) who engaged in a field-based experience made sense of and strove to develop humanizing, intercultural competence (HICC). Findings reveal that through interactions with CLD students, PSTs used discursive tools to build trusting relationships, engage in dialogic learning, and begin confronting systemic inequities in their process of becoming more culturally and linguistically responsive. We discuss implications for preparing teachers to work with students in critical and humanizing ways.}, journal={Teaching and Teacher Education}, author={Martin-Beltrán, M. and Durham, C. and Cataneo, A.}, year={2023} }
 @inproceedings{castillo_dubord_durham_zwanziger_2023, title={Promising Practices with Heritage Learners}, booktitle={Iowa World Language Association Annual Conference}, author={Castillo, J.C. and DuBord, E. and Durham, C. and Zwanziger, E.}, year={2023} }
 @article{durham_2023, title={Teacher educator toolbox: Strategic mediation in teacher preparation coursework focused on technology}, volume={114}, ISSN={0346-251X}, url={http://dx.doi.org/10.1016/j.system.2023.103031}, DOI={10.1016/j.system.2023.103031}, abstractNote={With the plethora of digital tools available, language teachers must be ready to discover, evaluate and implement technology effectively, but teachers continue to feel underprepared. Drawing on sociocultural theory to conceptualize strategic mediation, this qualitative study examines how one teacher educator supported PSTs' development during coursework, especially learning about technology. Data from interviews and course observations of 12 PSTs and their teacher educator revealed that the most effective learning experiences incorporated peer mediation and planned scaffolds for PSTs' individual needs. This study has important implications for how teacher educators facilitate PST learning and provides suggestions for avoiding "check-the-box" types of assignments.}, journal={System}, publisher={Elsevier BV}, author={Durham, Carmen}, year={2023}, month={Jun}, pages={103031} }
 @article{jones_durham_smith_2023, title={“Most of His Teachers Had ‘Given Up’”: Preparing Future Educators to Critically Examine Their Multifaceted Instructional Demands}, volume={59}, ISSN={0887-8730 1938-8101}, url={http://dx.doi.org/10.1080/08878730.2023.2265347}, DOI={10.1080/08878730.2023.2265347}, abstractNote={AbstractThis article presents an approach to teacher education that combines case-based pedagogy, action research, and communities of practice, which ultimately conceptualizes preservice teachers (PSTs) as problem solvers. Eleven PSTs conducted research and authored reports during their student teaching experiences in a large, metropolitan school district. This study examined the PSTs' reports to better understand how they deepened their understanding of the multifaceted demands of teaching in diverse classrooms. The findings demonstrate how PSTs used their research to navigate their role as students/teachers, identify classroom limitations and resources, and persist through challenges. These findings contribute implications for teacher education and new directions for research, including increasing PSTs' opportunities to collaborate within a professional learning community, providing spaces to self-reflect on actions and biases, and supporting strategic problem-solving. Ultimately, this approach to teacher education reinforced the idea of teachers as continuous learners who partner with their community of educators to meet the fundamental goal of improving student learning in urban schools. Disclosure statementNo potential conflict of interest was reported by the author(s).}, number={1}, journal={The Teacher Educator}, publisher={Informa UK Limited}, author={Jones, Loren and Durham, Carmen and Smith, Sharon}, year={2023}, month={Oct}, pages={103–122} }
 @inbook{hall_durham_jones_2022, title={A virtual community exploration project to improve home-school connections}, booktitle={Supporting Student Success through Community Asset Mapping}, publisher={NYS TESOL}, author={Hall, W. and Durham, C. and Jones, L.}, editor={Lin, C. and Bell, N. and Cowen, J.B.Editors}, year={2022} }
 @inproceedings{durham_boozel_2022, title={Engaging culturally and linguistically diverse families in bilingual education}, booktitle={MIDTESOL Conference}, author={Durham, C. and Boozel, C.}, year={2022} }
 @inproceedings{durham_jones_hall_2022, title={Exploring Students’ Worlds: Leveraging Funds of Knowledge Through Virtual Community Explorations}, booktitle={AERA}, author={Durham, C. and Jones, L. and Hall, W.}, year={2022} }
 @article{durham_jones_pandya_2022, title={Five ways to activate students’ background with Nearpod}, number={Fall}, journal={MDTESOL Newsletter}, author={Durham, C. and Jones, L. and Pandya, E.}, year={2022} }
 @inproceedings{durham_stainbrook_2022, title={Meeting culturally and linguistically diverse students’ needs: Transitioning from face-to-face to virtual instruction}, booktitle={AERA}, author={Durham, C. and Stainbrook, B.}, year={2022} }
 @inproceedings{martin-beltran_durham_cataneo_2022, title={Preservice Teachers Developing Humanizing, Intercultural Competence}, booktitle={AERA}, author={Martin-Beltran, M. and Durham, C. and Cataneo, A.}, year={2022} }
 @article{durham_2022, title={Teacher Educator Toolbox: Strategic Mediation for Preparing Teachers to Use Technology}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85137750614&partnerID=MN8TOARS}, journal={SSRN}, author={Durham, C.}, year={2022} }
 @article{jones_smith_durham_2022, title={Teachers as digital composers: Designing digital jumpstarts to scaffold for emerging bilingual learners}, volume={189}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85134427312&partnerID=MN8TOARS}, DOI={10.1016/j.compedu.2022.104592}, abstractNote={This study contributes to scholarship about effective technology use for emerging bi/multilingual students who are learning English as an additional language. Prior research on digital storytelling has largely examined student created products, but this study examines how teachers purposefully planned differentiated instruction through their use of a specific type of digital storytelling: digital jumpstarts. Participants included 17 pre- and in-service teachers enrolled in graduate courses focused on teaching English to speakers of other languages. Analysis of digital jumpstart projects that the teachers created, their lesson plans, and their written reflections revealed that digital jumpstarts can effectively provide students with planned scaffolds that support language and content development through the incorporation of multiple modes, key terms and definitions, translations, and connections to students' lived experiences. We provide implications for how teachers can create and use digital jumpstarts in their classrooms with bi/multilingual students.}, journal={Computers and Education}, author={Jones, L. and Smith, S.L. and Durham, C.}, year={2022} }
 @article{durham_2022, title={‘We just learned from each other’: ESOL pre-service teachers learning to use digital tools across coursework and student teaching}, volume={51}, ISSN={0957-1736 1753-2167}, url={http://dx.doi.org/10.1080/09571736.2022.2081713}, DOI={10.1080/09571736.2022.2081713}, abstractNote={Although educators can use digital tools to meet emergent bilingual students' unique needs, language teachers generally feel unprepared to use technology with students, and language teacher education programs face challenges in implementing technology. This study uses ethnographic methods to explore 12 pre-service teachers' (PSTs) experiences learning about digital tools in ways intended to support emergent bilingual students. I interviewed the PSTs and observed their participation across student teaching and a concurrent practicum course, and I analyzed these data through the lens of activity theory. PSTs perceived that their participation in teacher education was characterised by a shared responsibility where all the PSTs, their teacher educator, and mentor teachers contributed new knowledge about digital tools. The co-construction of knowledge afforded the PSTs opportunities to learn in the moment, and many described their learning as 'playing around'. This study has implications for teacher education programs and theory related to teacher learning. Through shared responsibility and playfulness, all educational stakeholders can take on roles as learners and experts where they leverage one another's experiences and contributions to support PSTs' instructional practices, challenging traditional roles between PSTs and their multiple mentors.}, number={6}, journal={The Language Learning Journal}, publisher={Informa UK Limited}, author={Durham, Carmen}, year={2022}, month={Jun}, pages={783–796} }
 @inproceedings{glanbock_durham_2021, title={Affordances and Constraints of Fluid Language Practices in Linguistically Diverse Classrooms}, booktitle={AAAL Virtual}, author={Glanbock, K. and Durham, C.}, year={2021} }
 @inproceedings{martin-beltrán_durham_2021, title={An interactional sociolinguistic analysis of language brokering between pre-service teachers and bilingual students}, booktitle={AAAL Virtual}, author={Martin-Beltrán, M. and Durham, C.}, year={2021} }
 @inproceedings{cataneo_durham_martin-beltrán_2021, title={Developing Teachers for Culturally and Linguistically Diverse Students through Field-based Interactional Learning}, booktitle={AERA Virtual}, author={Cataneo, A. and Durham, C. and Martin-Beltrán, M.}, year={2021} }
 @article{durham_jones_2021, title={Exploring Communities and Identifying Funds of Knowledge for Meaningful Instruction}, number={Winter}, journal={MDTESOL Newsletter}, author={Durham, C. and Jones, L.}, year={2021} }
 @inproceedings{durham_2021, title={High school student and teacher interactions across face-to-face and virtual instruction throughout the COVID pandemic}, booktitle={AAAL Virtual}, author={Durham, C.}, year={2021} }
 @inproceedings{durham_jones_cataneo_2021, title={Navigating a New World of Online Instruction with ESOL Interns}, booktitle={TESOL Virtual}, author={Durham, C. and Jones, L. and Cataneo, A.}, year={2021} }
 @article{jones_durham_cataneo_2021, title={Rising to the Challenge: Preparing Pre-Service Teachers During a Global Pandemic}, volume={17}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85118306495&partnerID=MN8TOARS}, DOI={10.1080/1547688X.2021.1991538}, abstractNote={Research continually demonstrates that a significant learning curve exists related to educators integrating technology into classrooms. This learning curve was exacerbated when instruction shifted entirely online following school closures due to the COVID-19 pandemic. This study examines the complex process of preparing pre-service teachers (PSTs) to transition to a new world of online teaching, shedding light on critical components of teacher education during this time. Looking across multiple sources of data (i.e., interviews, Zoom lessons, written feedback, lesson plans), findings point to the importance of creating opportunities for PSTs to collaborate and to practice teaching virtually.}, number={4}, journal={New Educator}, author={Jones, L. and Durham, C. and Cataneo, A.}, year={2021}, pages={375–393} }
 @inproceedings{glanbock_2020, title={"In Your Country": Culturally and Linguistically Diverse Preservice Teachers and Students Discursively Co-Constructing Transnational Identity}, url={http://dx.doi.org/10.3102/1576883}, DOI={10.3102/1576883}, booktitle={Proceedings of the 2020 AERA Annual Meeting}, publisher={AERA}, author={Glanbock, Katharine}, year={2020} }
 @inproceedings{martin-beltrán_durham_2020, title={An interactional sociolinguistic analysis of language brokering between pre-service teachers and bilingual students}, booktitle={AAAL}, author={Martin-Beltrán, M. and Durham, C.}, year={2020} }
 @article{jones_durham_2020, title={Exploring Technology with Teacher Candidates}, number={Fall}, journal={MDTESOL Newsletter}, author={Jones, L. and Durham, C.}, year={2020} }
 @inproceedings{nahmias_durham_2020, title={Interactive and Accessible Instruction with ThingLink}, booktitle={MDTESOL Virtual}, author={Nahmias, J. and Durham, C.}, year={2020} }
 @article{durham_jones_cataneo_2020, title={Navigating a New World of Online Education with Student Teachers}, journal={TESOL Teacher Education Interest Section Newsletter}, publisher={TESOL Teacher Education Interest Section Newsletter}, author={Durham, C. and Jones, L. and Cataneo, A.}, year={2020}, month={Aug} }
 @inproceedings{durham_martin-beltrán_2020, title={Overcoming perceived language barriers through language brokering and digital tools}, booktitle={TESOL}, author={Durham, C. and Martin-Beltrán, M.}, year={2020} }
 @inproceedings{glanbock_durham_martin-beltrán_2020, title={Pre-service teachers and students discursively co-constructing (trans-)national identities}, booktitle={AAAL}, author={Glanbock, K. and Durham, C. and Martin-Beltrán, M.}, year={2020} }
 @inproceedings{durham_martin-beltrán_2020, title={Pre-service teachers and students using digital tools to navigate “language barriers” in their face-to-face interactions}, booktitle={AALL}, author={Durham, C. and Martin-Beltrán, M.}, year={2020} }
 @misc{durham_2020, title={Preservice Teachers Using Digital Tools to Navigate "Language Barriers"}, url={http://dx.doi.org/10.3102/1577086}, DOI={10.3102/1577086}, journal={Proceedings of the 2020 AERA Annual Meeting}, publisher={AERA}, author={Durham, Carmen}, year={2020} }
 @inproceedings{durham_martin-beltrán_montoya-avilla_2019, title={Co-Constructing interculturality through field-based interactional learning}, booktitle={AERA}, author={Durham, C. and Martin-Beltrán, M. and Montoya-Avilla, A.}, year={2019} }
 @inproceedings{durham_martin-beltrán_montoya-avilla_2019, title={Pre-service teachers co-constructing interculturality with linguistically diverse students through field-based interactional learning}, booktitle={AAAL}, author={Durham, C. and Martin-Beltrán, M. and Montoya-Avilla, A.}, year={2019} }
 @inproceedings{durham_2018, title={Teacher interculturality in an English as a second language elementary pull-out program}, booktitle={NCTEAR}, author={Durham, C.}, year={2018} }
 @article{durham_2018, title={Teacher interculturality in an english as a second language elementary pull-out program: Teacher as broker in the school’s community of practice}, volume={23}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85044340419&partnerID=MN8TOARS}, number={3}, journal={Qualitative Report}, author={Durham, C.}, year={2018}, pages={677–695} }
 @book{de felice_durham_do_andrade_nitz_2016, place={East Lansing, MI}, title={Teaching with Technology 2016: Language Educators Talking Tech}, ISBN={9781370318193}, publisher={Smashwords}, author={De Felice, D. and Durham, C. and Do, H. and Andrade, M. and Nitz, P.}, year={2016} }
 @article{patulea_2014, title={Ruins, Crisis, and Travel in a Modernizing Hispanic World}, volume={171}, ISSN={2165-6185}, url={http://dx.doi.org/10.1353/hsf.2014.0036}, DOI={10.1353/hsf.2014.0036}, number={1}, journal={Hispanófila}, publisher={Project MUSE}, author={Patulea, Carmen}, year={2014}, pages={181–186} }