The increasing number of technological devices available in schools, aligned with curriculum guidance, set an expectation for mathematics teachers to incorporate these devices into their teaching.  https://www.selleckchem.com/products/Temsirolimus.html  This qualitative study investigated prospective teachers' use of TPACK and mathematical action technologies as they created screencast video lessons using iPads. Results showed prospective teachers' effective use of pedagogical techniques and the screencast app as an amplifier tool, according to the amplifier-reorganizer metaphor. Half of the participants used mathematics technology to confirm and expand the results they had found without technology. The other half had mathematics technology integrated into their solution exercising the balance among TPACK components. For some, their use of the mathematical tool had the potential of expanding the mathematical repertoire of virtual students. We conclude by making recommendations for teacher educators to implement cycles of learning for pre-service teachers to design, enact, and reflect upon the creation of screencast video lessons.
  The online version contains supplementary material available at 10.1007/s11528-020-00578-1.
 The online version contains supplementary material available at 10.1007/s11528-020-00578-1.Colleges and schools of education serve K12 educators very well in many areas and there are instructional design programs housed in traditional academic units that produce high-caliber scholars and researchers that impact our field. However, this article suggests that partnerships between university innovation hubs and K12 schools fill a gap of programming focused on developing practical skills related to digital transformation of learning environments. This article presents a case study of an innovation hub developing such programming. Anderson University (SC)'s Center for Innovation and Digital Learning (CIDL) staff began offering external professional development offerings for K12 educators and leaders who were seeking to use design thinking and emerging technologies as the university had been doing with its own initiatives, such as its one-to-one program. Over time, these relationships led to the development of a uniquely structured professional master's degree intentionally aligned to national K12 and post-secondary educational technology association standards as well as state online teacher endorsement criteria. The program is administered and taught by instructional design personnel in the CIDL, a university innovation hub outside of a traditional academic unit. The article offers insight into the development and alignment of external programming as well as specific insights from the learners, instructors, and the program leaders (1) the importance of having practitioners as faculty in digital transformation programs; (2) the role of practitioner-faculty in professional community development; and (3) the organizational advantages and impact. Implications and further research opportunities around this type of programming will be identified as well.
  Telemedicine is a valuable tool to improve access to specialty care in emergency departments (EDs), and states have passed telemedicine parity laws requiring insurers to reimburse for telemedicine visits. Our objective was to determine if there is an association between such laws and the use of telemedicine in an ED.
 
  As part of the 2016 and 2017 National ED Inventory-USA surveys, directors of all 5404 EDs in the United States were surveyed on the use of telemedicine. States were divided into those with any form of telemedicine parity law and those without (as of January 2016). We investigated the association between a telemedicine parity law and the use of telemedicine controlling for ED characteristics; state was included as a random intercept.
 
  In 2016, among the 50 states and the District of Columbia (DC), 21 (41%) had a telemedicine parity law, whereas 30 (59%) did not. Among the 4418 ED respondents to the telemedicine question (82% response rate), 2352 (53%) received telemedicine. The proportion of EDs receiving telemedicine varied widely across the states and DC, ranging from 13% in DC to 89% in Maine. Neither the presence nor duration of state telemedicine parity laws were independently associated with ED receipt of telemedicine in 2016 nor the adoption of telemedicine from 2016 to 2017.
 
  Telemedicine parity laws were not associated with use of telemedicine in the ED. These results suggest that other factors are driving the wide variation in ED use of telemedicine across states.
 Telemedicine parity laws were not associated with use of telemedicine in the ED. These results suggest that other factors are driving the wide variation in ED use of telemedicine across states.In the spring of 2020, emergency physicians found themselves in new, uncharted territory as there were few data available for understanding coronavirus disease 2019 (COVID-19), the disease caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) virus. In response, knowledge was being crowd sourced and shared across online platforms. The "wisdom of crowds" is an important vehicle for sharing information and expertise. In this article, we explore concepts related to the social psychology of group decisionmaking and knowledge translation. We then analyze a scenario in which the American College of Emergency Physicians (ACEP), a professional medical society, used the wisdom of crowds (via the EngagED platform) to disseminate clinically relevant information and create a useful resource called the "ACEP COVID-19 Field Guide." We also evaluate the crowd-sourced approach, content, and attributes of EngagED compared to other social media platforms. We conclude that professional organizations can play a more prominent role using the wisdom of crowds for augmenting pandemic response efforts.The value of computed tomography perfusion (CTP) imaging in suspected stroke patients who are not candidates for mechanical thrombectomy is promising. This case series demonstrates how CTP imaging aided in distinguishing seizure from stroke in 5 patients who presented to the emergency department with acute onset of isolated aphasia.