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In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level synchronous online geometry and measurement course for practicing school teachers redesigned their summative assessments. Their goals were to reduce outside-of-class work and to model the integration of content, pedagogy and technology. This paper aims to describe the development of a digital interactive notebook (dINB) assignment using online presentation software, dynamic geometry tools and mathematical learning trajectories. Broader implications for dINBs as assessments in effective distance learning are presented.

The qualitative analysis in this study consists of a sequence of first-cycle coding of mid-semester surveys and second-cycle thematic categorizations of mid-semester surveys and end-of-course reflections. Descriptive categorization counts along with select quotations from open-ended participant responses provided a window on evolving participant experiences with the dINB across the course.

Modifications to the dINB design based on teacher mid-semester feedback created a flexible assessment tool aligned with the technological pedagogical content knowledge (TPACK) framework. The teachers also constructed their own visions for adapting the dINB for student-centered instructional technology integration in their own virtual classrooms.

The development of the dINB enriched the TPACK understandings of the instructors in this study. It also positioned teachers to facilitate innovative synchronous and blended learning in their own school communities. Further analysis of dINB artifacts in future studies will test the hypothesis that practicing teachers’ experiences as learners increased their TPACK knowledge.

Criticisms of the Library Association have no value which do not take account of all the circumstances. We are told that for some years past nothing constructive for librarianship or for its technique has been done. Our correspondent Callimachus makes this assertion by implication on another page. It must be remembered, however, that until quite recently the Library Association was a very small body which exercised an influence out of all proportion to its size and income. It has grown by direct membership and by affiliation in an extraordinary manner in the past year, a result which is due to goodwill on the part of librarians, but more immediately to the wise direction of Messrs. Jast and Savage and the untiring patience and tacful activity of Mr. Guy Keeling. Our readers know that Mr. Keeling has actually had to rest owing to the effects of overwork. This being so, it is quite clear that the demand for more must be tempered by a willingness to work on the part of the critics. The Association is only an embodiment of the membership; what the members want of the Association they must give to it.

Among the many pressing questions of the day that of the establishment of village libraries is most important, for it affects widely the future intellectual life of the rural population. Moreover the moment has undoubtedly arrived when it must be dealt with in a wide and generous spirit, so that all who may be concerned in such a movement—and who is not?—may pull together in inaugurating a system which in coming years may prove not only practical and beneficial, but which may be established on sound and enduring lines, lines which do not run counter to existing organisations, but which gather into one harmonious whole the best traditions and the finest experiences of all those who in the past have fostered the reading habit and dealt with the practical side of the selection, conservation and distribution of books.