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- Technology integration (2)
- Active learning (1)
- Adult Learning Theory (1)
- Affective engagement (1)
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- COVID-19 school closures (1)
- Cognitive engagement (1)
- Community of practice (1)
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- Social presence; online learning; teacher practices; paralinguistic cues; Bitmoji (1)
- Student disengagement (1)
- Student engagement (1)
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- Teacher Isolation (1)
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Articles 1 - 6 of 6
Full-Text Articles in Education
Digital Bridges: How Art Educators Build Professional Learning Networks On Twitter, Jennifer Heyser
Digital Bridges: How Art Educators Build Professional Learning Networks On Twitter, Jennifer Heyser
Doctor of Education in Instructional Technology Dissertations
This qualitative case study explores the experiences of K-12 art teachers in the United States who participate in the #K12ArtChat, as a form of professional learning. Grounded in social constructivist learning, connectivism, and informal learning, this study addressed how and why art educators use Twitter Chats for professional growth and the potential impact of participation on their teaching practices. Five themes emerged from this study: Twitter's role as a professional development art education platform, the fostering of personal relationships and support, active community participation and advocacy, continuous professional development, and any perceived pedagogical shifts. With a significant emphasis on combatting …
Leading Online Professional Development For Instructional Technology Coaches With Effective Design Elements, Janet Cowart
Leading Online Professional Development For Instructional Technology Coaches With Effective Design Elements, Janet Cowart
Doctor of Education in Instructional Technology Dissertations
Online professional development became a necessity during the pandemic for educators, including Instructional Technology Coaches, to continue to gain knowledge to improve instruction. In this study, Instructional Technology Coaches participated in an online professional development series of synchronous and asynchronous sessions called Pathways. Two theoretical frameworks were used to support the research: Adult Learning Theory with an emphasis on the Theory of Computer-based Instruction for Adults, and TPACK. The seven characteristics of effective professional development created by Darling-Hammond et al. (2017) provided a foundation on which design elements to include in Pathways. There were 10 design elements that were implemented …
Upper Elementary Teacher, Instructional Technology Coach, And Administrator Experiences With Technology Integration During Covid-19 Related School Closures: A Phenomenography, Amber Gravitt
Doctor of Education in Instructional Technology Dissertations
The purpose of this phenomenographic research was to qualitatively examine the experiences of teachers, instructional technology coaches, and administrators of technology integration during the emergency remote teaching (ERT) phase of the COVID-19 related school closures. Twelve participants were interviewed using a semi-structured interview approach to gather information about their experiences of ERT using Moorhouse and Wong’s Phases to Innovation in Response to Crisis framework. An adapted phenomenographic data analysis approach was used to analyze the unique experiences of each participant group. Initially, teachers only used the technologies they were comfortable with and had used prior to school closures, but as …
Cue The Paralinguistics: A Qualitative Case Study Of Teacher Social Presence, Molly R. Bowden
Cue The Paralinguistics: A Qualitative Case Study Of Teacher Social Presence, Molly R. Bowden
Doctor of Education in Instructional Technology Dissertations
The purpose of this qualitative case study was to understand teachers’ rationale and practices as they establish a social presence in a 100% online learning environment in a high school setting, with a specific emphasis on paralinguistic cues and symbols, such as emoji, emoticons, and Bitmoji. This case study focused on the meaning and understanding of teacher social presence in the virtual setting, utilizing a variety of data collection methods. In-depth interviews were conducted, followed by digital document collection and a focus group interview; transcripts of both interviews and the focus group were analyzed in order to establish the specific …
Ap Statistics Students’ Conceptions Of Engagement And Technology In A Flipped Classroom: A Phenomenographical Study, Kimberly Gile
Ap Statistics Students’ Conceptions Of Engagement And Technology In A Flipped Classroom: A Phenomenographical Study, Kimberly Gile
Doctor of Education in Instructional Technology Dissertations
The purpose of this dissertation was to study student engagement and disengagement within an AP Statistics course using flipped classroom strategies. Vygotsky’s Zone of Proximal Development and Scaffolding, Dewey’s Active Learning Theory, the Microsystem of Student Engagement in a Flipped Classroom, and the Framework for Engagement with Mathematics were the theoretical foundation for this study. A phenomenographical methodology was followed to answer the question: How do AP Statistics students experience engagement in the flipped classroom? as well as the sub questions: Which learning experiences help to engage students and why? And which learning experiences contribute to student disengagement and why? …
Becoming An Effective Digital Educator: A Case Study Of Technology Preparation In A Novel Preservice Teacher Internship Program, Stephanie Milner
Becoming An Effective Digital Educator: A Case Study Of Technology Preparation In A Novel Preservice Teacher Internship Program, Stephanie Milner
Doctor of Education in Instructional Technology Dissertations
The purpose of this case study was to explore one teacher preparation program's internship model as implemented in one school district and discover the extent to which training for teaching with technology was integrated into the process. It also aimed to understand how former intern teachers felt the entire preparation program equipped them for technology-rich instruction during their first year of full-time teaching. Internship program documents and lesson plans were analyzed, and early career teachers, mentor teachers, school administrators, and internship program coordinators were interviewed individually. Classroom observations were conducted for the lesson plans analyzed. Findings spotlighted the district’s technology-friendly …