So What? Now What? Two Tools for Supporting Teachers’ Thought Experiments

Abstract

Prior work has found that engaging in thought experiments is one way teachers draw implications for their teaching as they make sense of their own and their peers’ noticings about a shared experience. Here, we examine thought experiments in the context of an online teacher learning course and two tools within it: a tagging tool and a commenting tool. We explore whether teachers organically engaged in thought experiments and how the tools supported that work.