Educational Technology Commons^™

Using Tpack As A Framework To Understand Teacher Candidates’ Technology Integration Decisions, Charles R. Graham, J. Borup, N. B. Smith

Faculty Publications

This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding howteacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate how and why they would integrate technology in three content teaching design tasks. Researchers identified themes from student rationales that mapped to the TPACK constructs. Rationales simultaneously supported subcategories of knowledge that could be helpful to other researchers trying to understand and measure TPACK. The research showed significant student growth in the use of rationales …

An Analysis Of High Impact Scholarship And Publication Trends In Blended Learning, Lisa R. Halverson, Charles R. Graham, Kristian J. Spring, Jeffrey S. Drysdale

Faculty Publications

Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing’s Publish or Perish software (http:// www.harzing.com/pop.htm), we determined the most frequently cited books, book chapters, and articles on the subject of blended learning, as well as the journals in which these highly cited articles appeared. Through these findings we offer some conclusions about where the conversations about …

Can You Hear Me Now? Assessing Students' Classroom Communication Preferences Via A Telephone Conference Activity, Sharon G. Heilmann

Faculty Publications

Telephone conference presentation delivery was compared to face-to-face classroom delivery in an undergraduate business course setting to assess whether concern over presenting in front of the class and/or gender impacted presentation mode preference. After completing a classroom exercise, students (n=102) were surveyed and asked to compare delivery methods from two courses, one requiring a telephone conference and the other requiring a face-to-face classroom presentation, in terms of perceived effectiveness, feedback, teamwork, instructor cues, preparation time, and overall comfort. Independent sample t-test results indicated respondents who worried about presenting in front of the class believed the telephone conference format required more …

Participational Agency, Stephen C. Yanchar

Faculty Publications

Participational agency is presented as a conceptual account of human action, volition, and possibility. Rooted in hermeneutic and narrative traditions, this view differs from other theorizing about agency (and most psychological theorizing in general) in that it makes no effort to explain human action by virtue of reified constructs. As an alternative to traditional theorizing in this area, participational agency is defined as meaningful engagement in the world and treats the experienced meaningfulness of practical human activity as its central feature. The concept of meaningful engagement is clarified through the presentation of four related themes—situated participation, existential concern, dispositional action, …

The Use Of Asynchronous Video Communication To Improve Instructor Immediacy And Social Presence In A Blended Learning Environment, Jered Borup, Charles R. Graham, Andrea Velasquez

Faculty Publications

Instructors in a blended learning format struggle to find an effective balance between face-to-face instruction that is high in fidelity and online instruction that is high in flexibility. This chapter presents three cases where asynchronous video communication was used to help offer students instruction high in fidelity and flexibility. Although the medium for sharing asynchronous video varied between the three cases, findings indicate that video was a useful tool to improve instructor immediacy and/or social presence with a minimum amount of face-to-face instruction. The instructors in all three cases saw asynchronous video communications as an effective way to communicate with …

Theoretical Considerations For Understanding Technological Pedagogical Content Knowledge (Tpack), Charles R. Graham

Faculty Publications

The technological pedagogical content knowledge (TPACK) framework is increasing in use by educational technology researchers around the world who are interested in issues related to technology integration. Much that is good can be found in the TPACK framework; however considerable theoretical work needs to be done if TPACK research is to cohere and constructively strengthen the field of educational technology. This paper uses Whetten’s (1989) criteria for theory building as a lens for examining the TPACK framework. Specific weaknesses are identified, which in turn suggest areas needing theoretical development. This paper calls for researchers to increase emphasis on using research …

Using Asynchronous Video To Achieve Instructor Immediacy And Closeness In Online Classes: Experiences From Three Cases, Michael Griffiths, Charles R. Graham

Faculty Publications

This research sought to understand the experiences of students and instructors with asynchronous video (video-mail) using webcams in three online sections of teacher education classes at Brigham Young University. We examined the experiences of students through scores and comments posted in student ratings surveys, and the experiences of instructors through personal reports. These experiences were evaluated in terms of the observed existence of instructor immediacy and of closeness. Immediacy is defined in this study as the verbal and non-verbal signals normally achieved in face-to-face communications between instructor and students that can help establish a close and trusting relationship whereby students …

Addressing And Improving Technology Integration Skills For Preservice Teachers Using The Teacher Work Sample, Charles R. Graham, Tonya Tripp, Nancy Wentworth

Faculty Publications

This study explores the efforts at Brigham Young University to improve preservice candidates’ technology integration using the Teacher Work Sample (TWS) as an assessment tool. Baseline data that was analyzed from 95 TWSs indicated that students were predominantly using technology for productivity and information presentation purposes even though they had been taught to use technology for active student learning. Researchers discovered that decisions made about technology integration were heavily influenced by field instructors and TWS rubrics. An intervention plan was developed to train field instructors and 99 TWSs were analyzed the following year. The TWSs showed noticeable improvements including increases …

Evaluating E-Learning, D D Williams, Charles R. Graham

Faculty Publications

Technological innovations have spurred exponential use of electronic resources for learners of all ages over the last decade. These global developments also require continual advancement of electronic e-learning evaluation. Evaluation is the process of clarifying what should be and comparing that to what is, to facilitate evaluative decisions about success and ways to achieve it. This article outlines a process for doing evaluations of e-learning and identifies common critical-evaluation elements. An extended case vignette of an e-learning evaluation and references to others and related literature illustrate the use of these critical elements and associated emerging results.

The Potential Of Asynchronous Video In Online Education, Michael E. Griffiths, Charles R. Graham

Faculty Publications

There are differences in the benefits that are afforded by the two extremes of face-to-face and distance education. University campus courses are based on the assumption that the student community and interaction between learners and an expert teacher in the same physical location is essential to the learning process. In comparison, distance education provides a learner with flexibility, individualized learning, lower costs, and self-determination in the learning process. Much research has been invested into modern approaches that may be able to harness key benefits from both face-to-face and distance education. One recent breakthrough has come in the use of asynchronous …

Diagramming Tpack In Practice: Using An Elaborated Model Of The Tpack Framework To Analyze And Depict Teacher Knowledge, Suzy Cox, Charles R. Graham

Faculty Publications

The introduction of the TPACK model by Mishra and Koehler (2006) has had a profound impact on the field of educational technology. It has inspired teachers, teacher educators, and educational technologists to reevaluate their knowledge and use of technology in the classroom. While Koehler, Mishra, and others have attempted to define and measure TPACK, the framework is not yet fully understood (Angeli & Valanides, 2009). Thus far, the explanations of technological pedagogical content knowledge and its associated constructs that have been provided are not clear enough for researchers to agree on what is and is not an example of each …

Factors Contributing To Improved Teaching Performance, Whitney Ransom Mcgowan, Charles R. Graham

Faculty Publications

This article focuses upon the quality and scholarship of teaching as it pertains to educational and faculty development. We outline what more than 200 faculty members at one institution have done over a 3-year period to make significant and sustained improvements in their teaching, surprisingly with minimal effort. The top three factors leading to improvement were active/practical learning, teacher/student interactions, and clear expectations/learning outcomes. We provide practical applications for change and suggestions for future research.

The Enhancement Of Graduate Digital Forensics Education Via The Dc3 Digital Forensics Challenge, Timothy H. Lacey, Gilbert L. Peterson, Robert F. Mills

Faculty Publications

No abstract provided.

Ten Scalability Factors In Distance Education, R. Dwight Laws, Scott L. Howell, Nathan K. Lindsay

Faculty Publications

The institutional decision about how much technology should be used to scale distance education enrollments, reduce costs, maximize profits, and protect course and program quality is both institutional specific and complex. Guri-Rosenblit (1999) noted that “many conventional universities worldwide operate as large-scale universities and are in a continuous search to find the right balance between massification trends, quality education, and the catering to the individual needs of students” (p. 289). This research is an outgrowth of the authors’ own efforts to identify relevant scalability factors and their interrelationship one to another in a traditional university’s distance education program.

Tpack Development In Science Teaching: Measuring The Tpack Confidence Of Inservice Science Teachers, Charles R. Graham, Nicolette Burgoyne, Pamela Cantrell, Leigh Smith, Larry St. Clair, Ron Harris

Faculty Publications

Knowledge related to the effective use of educational technologies has become widely recognized as an important aspect of an educator’s knowledge-base for the 21st Century (ISTE, 2008; National Council for Accreditation of Teacher Education, 1997; Partnership for 21st Century Skills, 2003). Early in the history of educational technology, educators were taught in technology classes that focused primarily on technology skills independent from the pedagogical or content courses (Graham, Culatta, Pratt, & West, 2004; Hargrave & Hsu, 2000; Willis & Mehlinger, 1996). Educators soon recognized that technology skills alone did not serve them well because one could know how to operate …

Development Of Teaching And Technology Integration: Focus On Pedagogy, Nancy Wentworth, Charles R. Graham, Tonya Tripp

Faculty Publications

The development, implementation, review, and subsequent revision of a capstone assignment during teacher education candidates’ field experience and the assignments-related rubric was based on research that points teacher education programs to give candidates experiences in rethinking their views of pedagogy as they integrate technology into the curriculum. The initial development of the rubric came as a result of requirements of national accrediting organizations for licensure programs to have performance assessments of their candidates. The review of the assignment by technology experts as well as education faculty showed a disconnect between the goals of the technology faculty and the mentors helping …

Critical Thinking As Disciplinary Practice, Stephen C. Yanchar, Brent D. Slife, Russell Warne

Faculty Publications

Critical thinking in psychology has traditionally focused on method-centered tasks such as the assessment of method use, data analysis, and research evidence. Although helpful in some ways, this form of critical thinking fails to provide resources for critically examining the scientific-analytic foundation on which it rests and, when used exclusively, prohibits sufficiently critical analysis of theory and research. An alternative view of critical thinking—that emphasizes the identification and evaluation of implicit theoretical assumptions—is advocated. It is suggested that this alternative approach improves upon method-centered approaches by addressing not only implicit assumptions but also rule-following concerns. This approach is intended to …

Model-Centered Instruction, The Design, And The Designer, Andrew S. Gibbons Iii

Faculty Publications

A model of instruction described by Wenger (1987) identifies three elements that are active during instruction: the mental model the instructor wishes to share with the learner, the external experience used to communicate the mental model, and the evolving mental model of the learner. Gibbons (2003a), writing in response to Seel (2003), noted this three-part description as a bridge concept relating learning and instruction. This view has important practical implications for designers of instruction. For example, Gibbons and Rogers (in press) propose that there exists a natural layered architecture within instructional designs that corresponds with instructional functions. Among these layers …

Teaching One Way And Testing Another: An Interview With Scott Howell, Scott L. Howell, James L. Morrison

Faculty Publications

I first met Scott Howell in 2005 in Jekyll Island, Georgia at the annual Distance Learning Administration (DLA) conference, which was sponsored in part by the Online Journal of Distance Learning Administration (OJDLA). Scott is co-editor of the three-volume book series Online Assessment and Measurement (2005) published by IDEA group and is this year's chair of the University Continuing Education Association's (UCEA) Distance Learning Community of Practice (DLCoP). His keynote speech at the DLA conference featured a number of assessment issues and best practices. However, when I sat down to interview him, he quickly focused on one topic for which …

Cultural Competence And Instructional Design: Exploration Research Into The Delivery Of Online Instruction Cross, P. Clint Rogers, Charles R. Graham, Clifford T. Mayes

Faculty Publications

The amount of resources being poured by Western universities, companies, and governments into creating educational content to be exported (via the Internet) to other cultures is astounding. Those assigned to accomplish this task are left with the great challenge of meeting the needs of learners who come from cultures that are foreign to them, and who often have very different abilities and expectations than originally assumed. This study explores the cultural competence in the lived experience of 12 professionals who have been involved with such efforts. Often they have had to question their assumptions, recognizing flaws in their own thinking …

Empowering Or Compelling Reluctant Participators Using Audience Response Systems, Charles R. Graham, Tonya R. Tripp, Larry Seawright, George L. Joeckel Iii

Faculty Publications

This article investigates the impact of an audience response system (ARS) on student engagement in undergraduate university courses. A survey was administered to students in a dozen courses piloting the ARS system. On 13 out of 14 measures the majority of students thought the system was helpful. Overall, students were more positive about the use of the ARS in courses that used the tool for formative feedback (empowering) rather than for grading or attendance purposes (compelling). The authors discuss the positive impact of the ARS on the engagement of ‘reluctant participators’ or students who reported that they are least likely …

Benefits And Challenges Of Using Live Modeling To Help Preservice Teachers Transfer Technology Integration Principles, Richard E. West, Charles R. Graham

Faculty Publications

One method underutilized in training teachers to use technology is to use live modeling sessions. This study qualitatively investigates how the use of modeling sessions impacted students. In this study we found that modeling was perceived by most students to be effective at teaching technology skills and ideas for integrating technology as teachers. However, we identified several breakdowns in the ability of students to transfer their understanding of technology integration to their own situations. We explain this difficulty of transfer of learning and describe five situations when these breakdowns were likely to occur. Implications include the benefits of using live …

Good (Best) Practices For Electronically Offered Degree And Certificate Programs, Scott L. Howell, Katherine Baker

Faculty Publications

Who would have ever imagined the effect of one set of distance education principles developed 10 years ago (1995)? At a time in the history of distance- and e-learning, when many associations, organizations, and institutions set about to define themselves and those standards by which their constituents would be held accountable for quality practices, one set of standards has emerged preeminent the work of the Western Cooperative of Educational Telecommunications known as Best Practices for Electronically Offered Degree and Certificate Programs. Even Though the original 17 principles enumerated in 1995 have evolved to 27 in 2005, all institutions of higher …

Blended Learning Systems Definition, Current Trends, And Future Directions, Charles R. Graham

Faculty Publications

The term blended learning is being used with increased frequency in both academic and corporate circles. In 2003, the American Society for Training and Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry (Rooney, 2003). In 2002, the Chronicle of Higher Education quoted the president of Pennsylvania State University as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002, p. A33). Also quoted in that article was the editor of the Journal of Asynchronous Learning Networks, who predicted a dramatic …

Distance Learning And University Effectiveness: Changing Educational Paradigms For Online Learning, Scott L. Howell

Faculty Publications

Howell reviews Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning by Caroline Howard, Karen D. Schenk, and Richard Discenza.

Technology: Taking The Distance Out Of Learning/New Directions For Teaching And Learning, 94, Nathan K. Lindsay, Scott L. Howell

Faculty Publications

Lindsay and Howell review Technology: Taking the Distance Out of Learning: New Directions for Teaching and Learning, 94 edited by Margit Misangyi Watts.

Redesigning The Teacher Education Technology Course To Emphasize Integration, Charles R. Graham, Richard Culatta, Mitchell Pratt, Richard West

Faculty Publications

Teacher education programs in the United States are trying to equip tomorrow’s teachers with the technology skills needed to impact learning in the classroom. During the past decade there has been a realization that teaching technology skills alone is not adequate– pre-service teachers must also learn how to integrate the use of technology into their curriculum. This paper describes BYU’s instructional technology course and the design process that a team of instructors went through to redesign the course in order to put greater emphasis on technology integration. An iterative redesign approach was used. Several iterations of the course redesign will …

Reevaluating Course Completion In Distance Education—Avoiding The Comparison Between Apples And Oranges, Scott L. Howell, R. Dwight Laws, Nathan K. Lindsay

Faculty Publications

Critics of distance education frequently assert that completion rates are lower in distance education courses than in traditional courses. Such criticism comes despite sparse and inconclusive research on completion rates for distance and traditional education courses. This article reviews some of the existing research and then describes some of the caveats and complexities in comparing completion rates in traditional and distance education. Analysis reveals that numerous factors make comparison between these two formats difficult, if not impossible. Problems include limitations in the research design itself, differences in student demographics, and inconsistent methods of calculating and reporting completion. After exploring these …

Ten Efficient Research Strategies For Distance Learning, Thomas C. Wright, Scott L. Howell

Faculty Publications

Today's distance education administrator, frequently with an expertise in another academic discipline, is also supposed to be a distance education scholar. This expectation results from the recent interest in distance learning that nearly all institutions of learning and disciplines of study have shown. More research, studies, journals, and essays about distance education also exist than at any other time.

A distance education administrator and an education research librarian at Brigham Young University have teamed up to identify ten pragmatic research strategies to help new, busy, and even a few experienced distance education administrators stay current in their field and successful …

A Model Of Norm Development For Computer-Mediated Teamwork, Charles R. Graham

Faculty Publications

The process of establishing norms is an important aspect of group dynamics. Most, if not all, of the major models of group development incorporate norming as an important part of the process. However, little is understood and agreed on regarding how norms develop.With the increased availability and power of technology to connect people at remote sites, the popularity of computer-mediated teamwork has increased dramatically. This new communication context brings with it some dramatic differences from the traditional face-to-face context, along with a need to understand how norms develop in this environment. This study investigates the norming process engaged in by …