A Remote Instructor Like Me: Student-Teacher Congruence In Online, High School Courses,
2021
Georgia State University
A Remote Instructor Like Me: Student-Teacher Congruence In Online, High School Courses, Jennifer Darling-Aduana
Learning Sciences Faculty Publications
Students belonging to marginalized groups experience positive impacts when taught by a teacher of the same race, ethnicity, and gender. The unique nature of standardized, asynchronous online course taking allows for greater separation of any possible educational benefits of student versus teacher-driven mechanisms contributing to these improved outcomes. Using a student-bycourse fixed effect strategy on data from a large urban school district, I examined associations between whether students experienced racial/ethnic or gender congruence with their remote instructor and both engagement and learning outcomes. Students who identified as Black demonstrated higher rates of engagement, although no difference in achievement, within lessons …
Secondary Educator Experiences Using Social Media To Influence Students’ Empowerment Skills,
2021
Walden University
Secondary Educator Experiences Using Social Media To Influence Students’ Empowerment Skills, Jacqueline Mary Roehl
Walden Dissertations and Doctoral Studies
Social media is a sociopolitical phenomenon with the potential to impact people’s psychological empowerment. The problem is that little is known about the experiences of secondary educators who teach students to use social media in empowering ways for social change. The purpose of this study was to explore secondary educator experiences using social media to influence students’ psychological empowerment skills to understand diverse opinions about community issues and proactively work for social change. This study’s conceptual framework was connectivist theory that learning occurs through online connections and the psychological empowerment principle that people feel in more control when they understand …
The Potential Of Artificial Intelligence In Higher Education,
2021
Old Dominion University
The Potential Of Artificial Intelligence In Higher Education, Helen Crompton, Donggil Song
Teaching & Learning Faculty Publications
Artificial Intelligence (AI) is seeping into many aspects of our everyday lives, with common internet applications, smartphones and even household appliances. Within education, AI is a rapidly emerging field and there is a strong potential for AI to greatly extend and enhance teaching and learning in higher education (Crompton et al., 2020). AI is defined as “computing systems that are able to engage in human-like processes such as learning, adapting, synthesizing, self-correction and use of data for complex processing tasks” (Popenici & Kerr, 2017). In the Horizon Report 2020 report (Brown et al., 2020), AI is listed as one of …
Playing At The Crossroads Of Religion And Law: Historical Milieu, Context And Curriculum Hooks In Lost & Found,
2021
Rochester Institute of Technology
Playing At The Crossroads Of Religion And Law: Historical Milieu, Context And Curriculum Hooks In Lost & Found, Owen Gottlieb
Articles
This chapter presents the use of Lost & Found – a purpose-built tabletop to mobile game series – to teach medieval religious legal systems. The series aims to broaden the discourse around religious legal systems and to counter popular depiction of these systems which often promote prejudice and misnomers. A central element is the importance of contextualizing religion in period and locale. The Lost & Found series uses period accurate depictions of material culture to set the stage for play around relevant topics – specifically how the law promoted collaboration and sustainable governance practices in Fustat (Old Cairo) in twelfth-century …
Teaching Mathematics Education Online: Instructional Theories, Strategies, And Technologies,
2021
Northern Arizona University
Teaching Mathematics Education Online: Instructional Theories, Strategies, And Technologies, Angie Hodge-Zickerman, Cindy S. York, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
This overview chapter provides an introduction to instructional theories, strategies, and technologies that can guide teachers new to teaching mathematics (both content and methods) online in a formal online classroom setting. We begin by discussing different types of online learning environments, including synchronous, asynchronous, bichronous, and HyFlex environments. We then focus on different theories, such as cognitive apprenticeship, individualized/personalized instruction, social learning, and inquiry-based mathematics education theories. After that, we focus on some common technologies and strategies, such as think/pair/share, student groups, whiteboards, discussion boards, and more that someone new to teaching mathematics teachers online may use to engage learners.
Effectiveness Of Digital Interactive Experiment In Learning Outcomes And Engagement,
2021
University of Central Florida
Effectiveness Of Digital Interactive Experiment In Learning Outcomes And Engagement, Matin Salemirad
Electronic Theses and Dissertations, 2020-
Despite some ongoing debates over the positive or negative impact of digital games, educational games are powerful tools to increase engagement and improve learning outcomes. Scientific concepts about the weather are complicated for younger learners and deep learning often requires long-term cultivation. This thesis presents a novel interactive educational simulation called the Science of Meteorology with Interactive Learning Experience (SMILE). In it, students interact with a touchscreen monitor to change weather conditions and learn about clouds and weather science. The relationship between engagement and learning outcomes and the effectiveness of the experience is evaluated using a formal user study. Online …
Free Asynchronous Professional Development By, From, And For Instructional Designers: How Informal Learning Opportunities Shape Our Professional Learning And Design Practices,
2021
Old Dominion University
Free Asynchronous Professional Development By, From, And For Instructional Designers: How Informal Learning Opportunities Shape Our Professional Learning And Design Practices, Pauline S. Muljana, Kristen Austion, Kayla Jutzi, Lora B. Pezzell, Malgorzata (Gosia) Pytel
STEMPS Faculty Publications
Instructional designers (IDs) need to maintain an understanding of the current trends and issues within the field. Pursuing professional learning informally supports IDs’ effort to keep up with current trends and issues because it is not restricted by curriculum and time. Professional development (PD) offered by Professional Development for Instructional Designers (PD4IDs) learning group can address issues related to geographical and funding limitations. This application paper presents the coordination of PD based on the conceptual framework (e.g., Community of Practice and Social Network Knowledge Construction) and reflections of several PD4IDs members with various roles. The reflections indicate the benefits of …
Dental Hygiene Faculty Use Of Educational Technologies For Instruction,
2021
Walden University
Dental Hygiene Faculty Use Of Educational Technologies For Instruction, Natalie Michelle Delacruz
Walden Dissertations and Doctoral Studies
Faculty hesitancy to implement educational technologies for instruction is problematic in dental hygiene education. Little or no scholarly research has been conducted on faculty use of educational technologies for instructional practices in the dental hygiene field. Grounded in the technology acceptance model, the purpose of this inquiry was to explore the perceptions of dental hygiene faculty regarding their attitudes toward use, usefulness, and ease of use of educational technologies for instruction. The research questions focused on dental hygiene faculty attitudes toward use of educational technologies for instruction, the usefulness of educational technologies for instruction, and the ease of use of …
Middle School Classroom Teachers' Use Of Technological Tools To Teach Scientific Inquiry,
2021
Walden University
Middle School Classroom Teachers' Use Of Technological Tools To Teach Scientific Inquiry, Victoria Gamble
Walden Dissertations and Doctoral Studies
This study focused on middle school science teachers' experiences in using technological tools to teach scientific inquiry skills in the middle school science classroom. Technological tools have been increasingly used in middle schools, but knowledge is lacking as to which tools are efficient in teaching scientific inquiry skills. The purpose of this study was to gather information about the technological tools that could be adopted to make the teaching of scientific inquiry skills in middle school science classrooms more meaningful and gainful to students. The conceptual framework applied in the study was the technological, pedagogical, content knowledge (TPACK) model, as …
Elementary School Teachers’ Implementation Of The Substitution, Augmentation, Modification, And Redefinition Model In Their Instruction,
2021
Walden University
Elementary School Teachers’ Implementation Of The Substitution, Augmentation, Modification, And Redefinition Model In Their Instruction, Carlos Jenkins
Walden Dissertations and Doctoral Studies
Teachers in a rural southeastern state school district are not integrating technology in ways that provide students with engaging technology-based learning experiences. The purpose of this study was to explore teachers’ current technology-based instructional practices based on the substitution, augmentation, modification, and redefinition (SAMR) model. This project study was guided by three research questions focusing on how elementary teachers integrate technology in their instructional practices, the levels of SAMR being implemented by elementary teachers, and the SAMR levels of students’ technology related assignments. The study was conducted using an instrumental case study design, and data were collected through interviews, observations, …
A Multicase Study Of Alaskan High School Teachers’ Adoption Of Digital Elements Of Gamification,
2021
Walden University
A Multicase Study Of Alaskan High School Teachers’ Adoption Of Digital Elements Of Gamification, Paul Marks
Walden Dissertations and Doctoral Studies
Recent studies have indicated that gamification, the process of using game-like elements in nongame situations, increases student engagement and comprehension. The problem was that little is known about the extent to which digital elements of gamification are being used to help engage students in high school classes in Alaska. The purpose of this multicase study was to examine the extent to which their teachers were using gamification. The research questions that guided this study addressed the extent to which the teachers used gamification, how the teachers perceived the usefulness of gamification, and how they perceived the ease of use of …
Mobile Device Experiences Of Science Teachers In Urban Schools,
2021
Walden University
Mobile Device Experiences Of Science Teachers In Urban Schools, Wyeth J. Pabst
Walden Dissertations and Doctoral Studies
Inconsistent use of mobile technology in the science classroom challenges teachers regarding integrating mobile technology to enhance students' learning. This study addressed teachers' challenges in integrating mobile devices to enhance student learning outcomes in urban sixth to ninth grade science classrooms. The purpose of this exploratory qualitative study was to gather the experiences and perceptions of urban sixth to ninth grade level science teachers. In line with Siemens and Downes' theory of connectivism, the research questions examined how urban sixth to ninth grade level science teachers use mobile devices in their classrooms and the benefits, and the participants' perception regarding …
Middle School Teacher Perceptions Of Digital Tool Integration For Formative Assessment And Feedback,
2021
Walden University
Middle School Teacher Perceptions Of Digital Tool Integration For Formative Assessment And Feedback, Jeanna R. Wagner
Walden Dissertations and Doctoral Studies
District leaders in a suburban New England middle school expect that teachers will use technology to administer formative assessments and use the resulting feedback to plan subsequent instruction, but it is often unclear how or if feedback is being used to do so. Anytown Middle School (a pseudonym) teachers inconsistently use digital tools for formative assessment and feedback. The purpose of this qualitative case study was to explore how teachers perceive the use of digital tools to facilitate formative assessment and use the resulting feedback to inform subsequent instruction. Guided by the technological pedagogical content knowledge (TPACK) conceptual framework, the …
Use Of Technology To Promote Science, Technology, Engineering, And Mathematics Learning In Elementary Classrooms,
2021
Walden University
Use Of Technology To Promote Science, Technology, Engineering, And Mathematics Learning In Elementary Classrooms, Theresa Wiggins
Walden Dissertations and Doctoral Studies
Many students have been exposed to science, technology, engineering, and math (STEM) in most schools. While STEM in public high schools, public middle schools, STEM-specific schools, and charter elementary schools have been researched often, the literature concerning STEM in public elementary school classrooms to promote learning is scarce. The purpose of this study was to explore elementary school teachers' use of technology, such as digital cameras, iPads, and laptops in STEM lessons. Vygotsky's constructivism theory was the conceptual framework used to guide the qualitative research questions in this study, which sought to explore how elementary public school teachers used technology …
Secondary Educator Experiences Managing Digital Resources,
2021
Walden University
Secondary Educator Experiences Managing Digital Resources, Cameron Sharbel Mckinley
Walden Dissertations and Doctoral Studies
Secondary teachers use digital resources for teaching, yet little is known about how they find, evaluate, organize, and share these resources. This basic qualitative study was conducted to fill the gap and examine the experiences and practices of secondary educators in curating digital resources. Findings on how teachers manage digital information, strategies used, and necessary supports may aid in creating targeted professional development (PD) for teaching in face to face and blended environments. A conceptual framework based on Mishra's and Kohler’s technological pedagogical content knowledge theory and Siemens’ connectivism guided the research and informed the data analysis. The experiences of …
The Effect Of Coding Classes On Mathematics Achievement Of Preschool Students,
2021
Walden University
The Effect Of Coding Classes On Mathematics Achievement Of Preschool Students, Ebru Hacer Erbilgin
Walden Dissertations and Doctoral Studies
The problem that inspired this study is that Turkish students’ mathematics rankings on global exams such as The Program for the International Students Assessment (PISA) and Trends in International Mathematics and Science Study (TIMMS) had been below the average for many years, a problem that may have rooted in children’s early experiences with mathematics. The purpose of this quantitative pretest posttest quasi-experimental control group study was to determine the effect of computer-programming classes with Code Studio on mathematics scores of preschool students. Siemens’s connectivism theory for the digital age formed the foundation for this research. A single research question regarding …
Perceived Attributes Of Diffusion Of Innovation Theory As Predictors Of Postsecondary Faculty Adoption Of Text Expander Technology,
2021
Walden University
Perceived Attributes Of Diffusion Of Innovation Theory As Predictors Of Postsecondary Faculty Adoption Of Text Expander Technology, Katherine Ruthann Mckinney
Walden Dissertations and Doctoral Studies
Postsecondary faculty do not provide detailed, individualized, and timely feedback to students, although faculty and students consider feedback an integral aspect of higher education. Text expander technology, or software programs that automatically convert snippets of predetermined text into longer phrases, can aid postsecondary faculty in providing digital written feedback, but little quantitative research exists regarding postsecondary faculty adoption of text expander technology. The purpose of this quantitative study was to examine the perceived attributes of Rogers’ diffusion of innovation theory that predict postsecondary faculty adoption of text expander technology. The research questions were related to the frequency at which postsecondary …
Parent And Teacher Perceptions Of Adolescent Use Of Mobile Technology For Diabetes Care In Kenya,
2021
Walden University
Parent And Teacher Perceptions Of Adolescent Use Of Mobile Technology For Diabetes Care In Kenya, Francis Kanyugi
Walden Dissertations and Doctoral Studies
Mobile technology use provides an opportunity for the self-management of health among adolescents, serving as a lifestyle intervention tool to promote well-being and attenuate chronic conditions. However, little is known about how parents and teachers perceive how adolescents with chronic illness use mobile technology. This basic qualitative study aimed to explore teachers’ and parents’ perceptions regarding the use of mobile technology by adolescents who have diabetes in Kenya. This study’s conceptual framework was the unified theory of acceptance and use of technology. Data were collected from semistructured interviews with six teachers and eight parents from two counties in Kenya. The …
Understanding Teachers' Choice For Implementing The Flipped Classroom Model,
2021
Walden University
Understanding Teachers' Choice For Implementing The Flipped Classroom Model, Daphney Phillip
Walden Dissertations and Doctoral Studies
The flipped classroom model has been proven to impact students' learning positively, but many educators are reluctant to implement the flipped learning model in their classrooms. There are few studies addressing educators' choice to implement the flipped classroom model at the middle school level. This qualitative study aimed to explore teachers’ choices for implementing the flipped learning model, to provide evidence-based practices and recommendations for the creation of a support system, and to help create a support system to assist teachers to use the flipped learning model successfully. The study centered on two questions regarding how teachers described their choices …
Implementation Of International Society For Technology In Education Standards In Elementary School Teachers’ Pedagogical Science Practices,
2021
Walden University
Implementation Of International Society For Technology In Education Standards In Elementary School Teachers’ Pedagogical Science Practices, Rochelle Anne Mccoy
Walden Dissertations and Doctoral Studies
This study addressed the problem of whether elementary school teachers are consistently implementing the International Society for Technology in Education (ISTE) standards in their pedagogical practices of teaching science. It was evident that half of all teachers in the United States do not consistently implement technology into their instruction. The purpose of this study was to understand elementary school teachers’ perceptions about how teachers are using the three selected ISTE standards during their pedagogical practices when teaching elementary science in order to maximize learning. The technology acceptance model was the conceptual framework used in this study. The research questions focused …
