Education Commons^™

Social Justice: Choice Or Necessity?, Colleen Swain, David Edyburn

Colleen Swain

Given the power of instructional technology and the ubiquitous nature of technology in society and the workplace, what are the social implications associated with teachers' decisions to use, or not use, technology to enhance teaching and learning? Despite current U.S. educational goals and the documented effect of the achievement gap, little attention has focused on critical issues associated with the use of instructional technology as a social justice tool. This article will explore the social justice implications of instruction technology and provide educators with a framework for understanding the effects of their decisions in using instructional technology in the classroom.

Design Studios In Instructional Design And Technology: What Are The Possibilities?, Dave S. Knowlton

SIUE Faculty Research, Scholarship, and Creative Activity

Design studios are an innovative way to educate Instructional Design and Technology (IDT) students. This article begins by addressing literature about IDT design studios. One conclusion from this literature is that IDT studios have been theoretically conceptualized. However, much of this conceptualization is insular to the field of IDT and only narrowly considers studio pedagogy. This insularity and narrowness is odd, given both that design studios inherently are borrowed from other disciplines and pedagogy is a focus within IDT. Thus, this article identifies and analyzes the purposes of design studios as considered in other disciplines and through disparate lenses. These …

Linguafolio® Implementation At The Classroom Level: A Collective Case Study Of North Carolina Teachers, Amanda Romjue

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

LinguaFolio® is a language learning portfolio with a rich history rooted in educational research. This study explores the evolution of LinguaFolio®, a learning and self-assessment tool whose origins can be traced back to the European Language Portfolio (ELP). LinguaFolio® is a learning tool designed to promote self-regulated language learning through goal-setting, task-based language learning, and self-assessment and reflection. This study examined the implementation of LinguaFolio® by five experienced, exemplary teachers in order to better understand how LinguaFolio® can best be integrated into the language classroom.

LinguaFolio® is a highly customizable language learning portfolio that teachers are encouraged to adapt to …

An Examination Of Black Male Success In High School Mathematics, David Walters Jr.

Dissertations, Theses, and Capstone Projects

For a national sample of Black male students, what is the relative impact of instructional technology on 10th and 12th grade math scores? This dissertation employs two waves of the Education Longitudinal Study (2002 & 2004) and multivariate statistical techniques to explore the relative importance of instructional technology (implementation by teachers and training for teachers), student perception of math ability, teacher and school effects, as well as socioeconomic status on high school math scores for this unique population.

Bourdieu’s cultural and social capital, Coleman’s cultural capital and social action, Martin’s equity-based math education, and Gutierrez’s socio-political mathematics will serve as …

The Role Of The Administrator In Instructional Technology Policy, Philip T.K. Daniel, Jason P. Nance

Jason P. Nance

In response to national and state reform movements, and in an attempt to strengthen preparation standards for teachers and students, accreditation boards have prepared performance indicators in the area of technology. Such standards call for the full integration of technology in school curricula, formal coursework and professional development workshops for teachers, and an understanding on the part of teachers and students alike as to the legal and ethical issues surrounding the use of technology. The thesis of this research is that it is essential that school administrators be involved in all levels of planning and integrating technology into school curricula …

Instructional Technology/Media (Syllabus), Ru Story-Huffman, Gavin Bernstein

Education Syllabi and Reports

This syllabus for Instructional Technology/Media was created under a Round Two ALG Textbook Transformation Grant.

Instructional Technology And Media, Ru Story Huffman, Gavin Bernstein

Education Grants Collections

The following grants collection uses the grant-supported open course Instructional Technology and Media from Georgia Southwestern State University:

http://oer.galileo.usg.edu/education-ancillary/3/

This Grants Collection for Instructional Technology and Media was created under a Round Two ALG Textbook Transformation Grant.

Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process.

Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials:

• Linked …

Technology Integration: A Community Of Practice To Support Learning, Claudette W. Stone

Walden Dissertations and Doctoral Studies

Abstract This qualitative case study examined teachers' perceptions that contributed to a lack of

technology integration in their K-8 classrooms. The purpose of the study was to determine why teachers of a K-8 and K-5 school underused or failed to integrate technology to support learning. The theoretical framework for this study was provided by Dewey's constructivist theory, Lave and Wenger's situated learning theory and communities of practice, and Kolb's experiential learning theory principles of teaching and learning. The research questions addressed teachers' perceptions of technology integration as a curriculum strategy and teachers' perceptions of how technology affected professional practices to …

The Instructional Technology Resource Teacher: A Descriptive Case Study Of Deployment, Use, And Perceptions, Mary Sepelyak

Theses and Dissertations

This case study describes one professional development approach to support technology integration at all public schools in one large county in central Virginia. Using data obtained from daily time logs, the frequency of Instructional Technology Resource Teacher (ITRT) use by classroom teachers was analyzed. Descriptive statistics were used to describe overall percentage of ITRT use, the various types of professional development requested by teachers, the consistency of those activities over time, and if the frequencies of activities varied as a function of school level, Title I status at the elementary level, or subject area taught by teachers at the secondary …

Digital Badges For Stem Learning In Secondary Contexts: A Mixed Methods Study, Angela Elkordy

Master's Theses and Doctoral Dissertations

The deficit in STEM skills is a matter of concern for national economies and a major focus for educational policy makers. The development of Information and Communications Technologies (ICT) has resulted in a rapidly changing workforce of global scale. In addition, ICT have fostered the growth of digital and mobile technologies which have been the learning context, formal and informal, for a generation of youth. The purpose of this study was to design an intervention based upon a competency-based, digitally-mediated, learning intervention: digital badges for learning STEM habits of mind and practices. Designed purposefully, digital badge learning trajectories and criteria …

Faculty Online Questionnaire Protocol, Undergraduate Scholarly Habits Ethnography Project, Maura A. Smale, Mariana Regalado, Jean Amaral

Publications and Research

This research protocol describes a questionnaire used for data collection in the Undergraduate Scholarly Habits Ethnography Project to explore the lived experiences of faculty use of technology in the hybrid and online courses they teach.