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Full-Text Articles in Education
A Framework To Support Interdisciplinary Engagement With Learning Analytics, Stephanie J. Blackmon, Robert L. Moore
A Framework To Support Interdisciplinary Engagement With Learning Analytics, Stephanie J. Blackmon, Robert L. Moore
School of Education Book Chapters
Learning analytics can provide an excellent opportunity for instructors to get an in-depth understanding of students’ learning experiences in a course. However, certain technological challenges, namely limited availability of learning analytics data because of learning management system restrictions, can make accessing this data seem impossible at some institutions. Furthermore, even in cases where instructors have access to a range of student data, there may not be organized efforts to support students across various courses and university experiences. In the current chapter, the authors discuss the issue of learning analytics access and ways to leverage learning analytics data between instructors, and …
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judi Harris, Neal Grandgenett, Mark J. Hofer
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judi Harris, Neal Grandgenett, Mark J. Hofer
Book Chapters
In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument was tested to see if it could be used to assess the TPACK evident in experienced teachers’ planning in the form of spoken responses to semi-structured interview questions. Interrater reliability was computed using both Intraclass Correlation (.870) and a score agreement (93.6%) procedure. Internal consistency (using Cronbach’s Alpha) was .895. Test-retest reliability (score agreement) was 100%. Taken together, these results demonstrate …
Testing A Tpack-Based Technology Integration Observation Rubric, Mark J. Hofer, Neal Grandgenett, Judi Harris, Kathy Swan
Testing A Tpack-Based Technology Integration Observation Rubric, Mark J. Hofer, Neal Grandgenett, Judi Harris, Kathy Swan
Book Chapters
Teachers' knowledge for technology integration - conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) - is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of the types of knowledge represented by the TPACK construct, well-triangulated ways to assess demonstrated technology integration are needed. In 2009, three of the authors created and tested a rubric that was found to be a valid and reliable instrument to assess the TPACK evident in teacher's written lesson plans (Harris, Grandgenett & Hofer 2010). We have now also developed a TPACK-based observation rubric that testing has shown …
Community College Leadership: A Multidimensional Model For Leading Change, Pamela L. Eddy, George R. Boggs
Community College Leadership: A Multidimensional Model For Leading Change, Pamela L. Eddy, George R. Boggs
School of Education Books
New and changing environments in the realm of education, communities, economic markets, and global influences are creating new demands on community colleges. Leaders of the future will find themselves managing increasingly complex organizations―and they will face challenges very different from those of their predecessors. Future leaders will possess more diverse skills and experience, and their qualifications will come from a wider variety of careers as they follow new pathways to their positions. This new book provides a model of leadership suited to evolving demands and changing environments. Developed by a leading authority in the field, this model recognizes that there …
Testing A Tpack-Based Technology Integration Assessment Rubric, Judi Harris, Neal Grandgenett, Mark J. Hofer
Testing A Tpack-Based Technology Integration Assessment Rubric, Judi Harris, Neal Grandgenett, Mark J. Hofer
Book Chapters
Although there is ever-increasing emphasis on integrating technology in teaching, there are few well-tested and refined assessments to measure the quality of this integration. The few measures that are available tend to favor constructivist approaches to teaching, and thus do not accurately assess the quality of technology integration across a range of different teaching approaches. We have developed a more “pedagogically inclusive” instrument that reflects key TPACK concepts and that has proven to both reliable and valid in two successive rounds of testing. The instrument’s interrater reliability coefficient (.857) was computed using both Intraclass Correlation and a score agreement (84.1%) …