Education Commons^™

Mobile Learning: Implementing A 1 To 1 Ipad Project In A Teacher Preparation Program, Elizabeth Truesdell, Rebecca Birch

Elizabeth Truesdell

This brief paper examines how a teacher preparation program implemented a 1-1 mobile learning initiative with faculty, teacher candidates and their fieldwork supervisors. The initiative proceeded through a three-tiered approach to effectively integrating instructional technology in and outside of the classroom. Researchers employed a mixed method approach to data collection and analysis, which indicated an increased rate of faculty, student teacher and supervisor competency levels in the use of instructional technology. This study fills a gap in research regarding 1-1 iPad initiatives in teacher preparation programs.

Developing Digital Literacy Through Community Engagement, Elizabeth Truesdell, Rebecca Birch

Elizabeth Truesdell

This case study describes how one department of education sought to increase knowledge of digital literacy amongst preservice teachers. Framed by the researchers’ Three-Tiered Model of instructional technology use, this project leveraged a community partnership and the implementation of “instructional rounds” to educate students in digital technologies. The mixed-methods study includes pre- and post-surveys results, structured observations, and student reflections. Initial findings indicate students’ enhanced digital literacy skills and a reciprocally beneficial partnership with teachers and administrators at a local high school. Ultimately, students who participated in this project led a community-wide professional development workshop.

Leading Students And Teachers Away From Adversity And Towards Success, Joshua Covey, Amanda Pascale, Eve Miller, Matthew Ohlson

Amanda Pascale

There are nearly 3000 "Leader in Me" schools throughout the world and the hallmark of this transformational leadership program is developing student leaders. This proposal aims to share the best practices implemented and experienced through this innovative process that has helped to increase gains in students, especially those deemed at-risk. The session will NOT be promoting a particular product but rather facilitating the sharing of ideas and strategies for developing student leaders. Using engaging protocols and proven exemplars from schools throughout the country, this proposal will share the activities school leaders and teachers can infuse to encourage students to become …

Sample Literature Review - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke

Lucy Bryan Malenke

Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez

Melanie González

Text: Fairbairn, S. & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia: Calson.

Toil Of The Firestarters, Peter A. Alces

Peter A. Alces

No abstract provided.

Integration Of Interactive Instructional Technology In The Teaching Credential Program: A Case Study, Elizabeth Truesdell, Rebecca Birch

Rebecca Birch

Teacher Education faculty present initial findings of a case study implementing interactive instructional technology in credential candidates’ course and fieldwork.

We The People: Elementary Pre-Service Teachers And Constitutional Readability, Lori T. Meier, Karin Keith, Edward J. Dwyer

Lori Meier

In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.

Technological Pedagogical Content Knowledge In Action: A Case Study Of A Middle School Digital Documentary Project, Mark J. Hofer, Kathleen Owings Swan

Mark Hofer

In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K-12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively integrate technology in classroom work. This case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project. On the surface, the setting for the work (particularly the skilled teachers with whom we worked) seemed to be the "best-case scenario" for technology integration, and yet, …

Social Studies Instruction In Nebraska, Jamie Wagner, Connie Schaffer

Jamie Wagner

In the 1980s standardized testing began to emerge as a major component of P-12 education reform and by the late 1980s state standards, benchmarks and curriculum frameworks started to become more widely used in states (Vogler and Virtue 2007). Both elementary and secondary social studies classes have changed to adapt to the new standards and mandated standardized testing. With increasing focus on reading, mathematics, and science, many began to be concerned that social studies instruction may be limited. Social studies instruction is vital to educate civically engaged individuals. However, at the high school level, teachers emphasize memorization and recollection of …

Poetics Of Justice: Using Art As Action And Analysis In Participatory Action Research, Jennifer Ayala, Mayida Zaal

Mayida Zaal

This article explores the use of art as a form of communication and meaning-making in participatory action research (PAR). The authors, researchers and educators, contemplate this concept through a pedagogical lens, and consider the role that visual and performing arts can play in social action. Based on the work of a youth-adult participatory action research collective, the authors reflect on the pedagogical process used to analyze research findings, take actions, and affect local change. Created to investigate opportunity to learn issues, the youth members of the collective created spoken word poetry, post-cards, film shorts, and speak-outs to engage multiple audiences …

Agency In University Supervision And Mentoring, Alisa J. Bates, Mary D. Burbank

Alisa Bates

No abstract provided.

The Research Files Episode 39: Early Career Teacher Attrition, Jo Earp, Paul R. Weldon

Dr Paul Weldon

In Australia scholarly articles and media reports regularly state that between 30 and 50 per cent of teachers leave the profession within the first five years. But, where do those figures come from and how accurate are they? A study published in the Australian Journal of Education suggests there is no robust Australian evidence and data.

Effectiveness Of Teacher Professional Learning : Enhancing The Teaching Of Fractions In Primary Schools, Derek Hurrell

Derek Hurrell

This study was motivated by the need to develop professional learning for primary school teachers that would support them to more effectively teach the mathematics topic of fractions. What seemed evident, was that previous professional learning attended by teachers had not adequately met their needs.

The aim of this study was to investigate whether professional learning, with a focus on subject content knowledge, pedagogical knowledge and reflective practice could enhance primary school teachers’ PCK for teaching fractions and make them more confident teachers of fractions. Demonstrating this to be the case would have wide implications for the development of professional …

A Case Study Of Effective Practice In Mathematics Teaching And Learning Informed By Valsiner's Zone Theory, Vince Geiger, Vince Geiger, Judy Anderson, Judy Anderson, Derek Hurrell

Derek Hurrell

The characteristics that typify an effective teacher of mathematics and the environments that support effective teaching practices have been a long-term focus of educational research. In this article we report on an aspect of a larger study that investigated ‘best practice’ in mathematics teaching and learning across all Australian states and territories. A case study from one Australian state was developed from data collected via classroom observations and semi-structured interviews with school leaders and teachers and analysed using Valsiner’s zone theory. A finding of the study is that ‘successful’ practice is strongly tied to school context and the cultural practices …

Indiana Department Of Education Pk-12 Social-Emotional Learning Competencies: Built Upon A Neurodevelopmental Culturally Responsive Framework, Brandie M. Oliver

Brandie M. Oliver

This document outlines the Indiana social-emotional learning competencies which expand on the Collaborative for Academic, Social, and Emotional Learning (CASEL) five core social emotional learning standards.

Indiana Department Of Education Social-Emotional Learning Toolkit: Built Upon A Neurodevelopmental Culturally Responsive Framework, Brandie M. Oliver

Brandie M. Oliver

This toolkit is designed to be a starting point for school staff to begin integrating SEL into their teaching practices. Administrators and any educator in the school community can use this toolkit to find initial strategies and resources to improve student social, emotional, behavioral, and academic skills.

Comprehensive Positive School Discipline Resource Guide, Brandie M. Oliver

Brandie M. Oliver

This document provides a guide to assist schools and districts by providing information, resources, and tools to further the development of Positive School Discipline practices.

Determining Which Delivery Styles Are Best Suited For Instructing In The Distance Learning Environment, James T. Schultz, Marian C. Schultz, Thomas G. Henkel

Tom G. Henkel

The purpose of this study was to ascertain if there is a specific style of teaching which is better suited for the distance learning (virtual) environment, as opposed to the traditional classroom environment. Numerous studies have shown that individuals have different delivery styles in the classroom. The study utilized instructor delivery styles and faculty perceptions of distance learning programs to develop an instrument which identifies the style that would be more successful in the distance learning environment. The study employed an author developed instrument, which included a derivative of the Kolb Learning Style Inventory (LSI) instrument, to determine the teaching …

Educational Technology : A Review Of The Research, Ann Thompson, Michael R. Simonson, Connie Hargrave

Constance P. Hargrave

Educational Technology: A Review of the Research, 2nd Edition was written with the teacher, trainer, graduate student, professor, and media specialist in mind. It provides a brief, yet comprehensive, overview of the theories and research that support the use of technology in teaching and learning. In addition to including a historical perspective on the research and theory foundations of the profession of educational technology, Educational Technology: A Review of the Research, 2nd Edition presents current research that constitutes the basis for use of newer technologies.

The Construct Is In The Eye Of The Beholder: School Districts’ Appropriations And Reconceptualizations Of Tpack, Judi Harris, Mark J. Hofer

Mark Hofer

Despite debates about the specific parameters of its eight subcomponents, TPACK is generally understood within university-based teacher education communities as the knowledge needed to incorporate technologies—especially digital tools and resources—effectively in teaching and learning. How do professional development providers working within primary and secondary schools and districts conceptualize and operationalize TPACK? Our study of educational technology-related professional development in seven North American schools and districts in seven states/provinces found that educational leaders’ discussion and operationalization of the TPACK construct differs from that of university-based researchers in intriguing and important ways. In these organizations, TPACK was both appropriated to reconnect curriculum …

“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen

Mark Hofer

Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed …

Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judi Harris, Neal Grandgenett, Mark J. Hofer

Mark Hofer

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 …

Technology And Teacher Preparation In Exemplary Institutions: 1994 To 2003, Mark J. Hofer

Mark Hofer

In a 1994 study commissioned by the Congressional Office of Technology Assessment, Mergendoller, Johnston, Rockman, & Willis (1994) examined four exemplary institutions to identify their approaches to integrating technology into teacher education. A decade later, the field would benefit from a comparison of current approaches of infusing technology into teacher education to the 1994 findings. This study examines the approaches of the first seven teacher education programs to receive the ISTE NETS Distinguished Achievement Award. Current approaches to the process are outlined, including the identification of the key factors impacting their implementation. A comparison of the 1994 and the present …

Meeting The Iste Challenge In The Field: An Overview Of The First Six Distinguished Achievement Award Winning Programs, Terri Teal Bucci, Anthony Petrosino, Randy Bell, Susan Cherup, Ann Cunningham, Sandi Cohen, Gail Dickinson, Jeremy Ervin, Mark J. Hofer, Keith Wetzel

Mark Hofer

The 2002 National Educational Technology Standards (NETS) Distinguished Achievement Awards, sponsored by the International Society for Technology in Education (ISTE), were awarded to six teacher education programs across the United States. The awards recognize institutions that exemplify successful integration of the National Educational Technology Standards for Teachers (NETS[solid dot]T) into teacher education programs. Institutions across the country completed an extensive application process to be selected one of the first six recipients of the ISTE Distinguished Achievement award. This process included online documentation that demonstrated the program's implementation of the NETS[solid dot]T models and practices. This article provides a means of …

"Grounded" Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judi Harris, Mark J. Hofer, Denise A. Schmidt, Margaret Blanchard, Carl Y. Young, Neal Grandgenett, Marcela Van Olphen

Mark Hofer

Technological pedagogical content knowledge (tpck or tpack) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including tpack) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed activity type …

Camera! Action! Collaborate With Digital Moviemaking, Kathleen Owings Swan, Mark J. Hofer, Linda S. Levstik

Mark Hofer

Broadly defined, digital moviemaking integrates a variety of media (images, sound, text, video, narration) to communicate with an audience. There is near-ubiquitous access to the necessary software (MovieMaker and iMovie are bundled free with their respective operating systems) and hardware (computers with Internet access, digital cameras, etc.). This easy access, along with the open-ended nature of digital movies, presents powerful opportunities to design student-centered, inquiry-based history projects. Engaging students as digital directors can not only help them develop historical questions and select and evaluate sources relevant to those questions, but can frame (literally and figuratively) and present historical interpretations. In …

Assessing The Impact Of Racism On Black Faculty In White Academe: A Collective Case Study Of African American Female Faculty, Karen Dade, Carlie Tartakov, Connie Hargrave, Patricia Leigh

Constance P. Hargrave

Using a case study approach, the authors o f this article strive to explore the challenges and adverse impact that faculty o f color often experience due to structural inequities, institutional racism, and the lack o f cultural awareness on the part o f White institutions. Furthermore, the purpose o f this article is to demonstrate that even when there is a significant number o f faculty members o f color, stereotyping and discrimination still occur and often impact the promotion, retention, and experiences o f newly recruited faculty o f color. Our narratives as African American female faculty are …

Examination Of An Emerging Community Of Practice For Instructional Designers: A Descriptive Case Study In A Midwestern University, Jiaqi Yu, Connie Hargrave

Constance P. Hargrave

This study examined the functioning of a group of instructional designers (IDs) in higher education through the lens of Communities of Practice (CoPs). The study particularly focused on whether and how the grouping of experienced and novice IDs operated as an effective CoP from the perspective of novices. The findings indicated that a group of IDs working in a midwestern university was able to cultivate a CoP within a clearly defined domain, a well-established community, and the shared practice with a specific body of knowledge. Particularly from the perspectives of novices, they highlighted the positive impact while participating in the …

Funneling Versus Focusing: When Talk, Tasks, And Tools Work Together To Support Students’ Collective Sensemaking, Sara Hagenah, Carolyn Colley, Jessica Thompson

Sara Hagenah

Rigorous and responsive science teaching is based on supporting all students in making progress in their understanding of important science ideas over time. In this article, we explore how did classroom talk patterns of funneling and focusing support student sensemaking. We share how talk, tasks, and tools within classroom activity work together to either funnel students toward reproducing normative scientific answers or focus students on deepening their understanding about unobservable causal mechanisms of phenomena. We use classroom examples from two science lessons where students used data to describe and communicate about how and why stars change over time. By recognizing …