Educational Technology Commons^™

Overcoming Current Challenges In Higher Education Through Team Teaching, Carol Rogers Shaw, Corinne Brion, Katelyn Case

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Team teaching in online higher education courses provides an innovative approach to meeting the needs of students and enhancing the teaching experiences of instructors. In this study, two instructors collaborated to team teach a course in an online doctoral program; this article shares their experiences. A multi-method qualitative approach was utilized to explore the benefits and challenges of team teaching. Data included questionnaire responses from students, journal entries written by instructors, and interviews with program administrators. The findings offer possible solutions to common challenges in higher education today such as increasing …

Full Issue: Journal On Empowering Teaching Excellence, Volume 10, Issue 1, Spring 2026

Journal on Empowering Teaching Excellence

The full-length Spring 2026 issue (Volume 10, Issue 1) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

This issue of the Journal on Empowering Teaching Excellence brings together articles that explore innovative instructional approaches and emerging technologies for strengthening teaching and student learning in higher education. The contributions examine team teaching as a model for building instructor collaboration and reducing burnout in online doctoral courses, cross-curricular instruction in speech-language pathology clinical education, guidance for graduate students undertaking single-case research design in the social sciences, an experiential SNAP Challenge assignment for …

Second Annual Advances In Business Education Conference 2026 Proceedings, Kelsey Metz

Advances in Business Education (ABE) Conference Proceedings

Conference Overview: The Second Annual Advances in Business Education (ABE) Conference was held on May 21–22, 2026, at Lincoln Memorial University in Harrogate, Tennessee. Hosted by the LMU School of Business, the ABE Conference exists to promote teaching excellence, scholarly inquiry, and regional engagement through innovation and collaboration in business education.

With a focus on fostering meaningful dialogue among educators, researchers, students, and industry professionals, the conference welcomed more than 70 attendees representing 11 institutions from across the Appalachian region and beyond.

The event was structured around four key tracks:

Pedagogy and Teaching Excellence: Showcasing innovative teaching methods, instructional technologies, …

Educator Perceptions And Uses Of Generative Artificial Intelligence (Genai) In Middle Level, Secondary, And Higher Education Classrooms, Rachel Stowers

Honors Capstones

GenAI has experienced rapid growth and controversy over its benefits, drawbacks, and ethicality in education. This study examines Illinois educators’ attitudes and classroom use of GenAI across middle school, high school, and higher education. Data was collected through a digital survey containing both quantitative and short-answer questions, yielding 330 respondents who were practicing teachers, along with five supplemental interviews. Preliminary results show that respondents ages 20–29 reported the highest understanding of how to use GenAI yet were also the most likely to express ethical discomfort, with 45.9% disagreeing that they feel comfortable using it ethically. While responses varied, educators generally …

Exploring The Impact Of Generative Ai On Curriculum Design And Instruction: A Study With Preservice Teachers, Lindsay A. Gold, Vanessa Winn, Jackie M. Arnold

Thomas C. Hunt Building a Research Community Day

Generative Artificial Intelligence (GenAI) is transforming education by reshaping curriculum design, individualized learning, and professional collaboration. This interpretive study examines how 70 preservice teachers engaged with GenAI through structured learning experiences focused on lesson planning, content development, and reflective practice. Participants, all fourth-year PK–Grade 5 and intervention specialist candidates at the University of Dayton, completed a co-taught seminar led by methods professors in science, social studies, language arts, and mathematics. Data sources included initial reflections on GenAI’s role in education, documentation of prompt exploration, and ongoing reflections during the seminar. Thematic analysis revealed a shift in preservice teachers’ understanding from …

The Perceived Barriers Of A One-To-One Technology Implementation: A Post-Covid Case Study, Adam Howard Creasy

Electronic Theses and Dissertations

This qualitative dominant, exploratory sequential case study aimed to identify stakeholder perceptions of technology within a one-to-one technology initiative and outline any possible barriers. The study examined the perceptions of teachers, parents, and administrators within a rural K-12 public school district in Pennsylvania. The study provided school district stakeholders with data they can use to improve existing and future initiatives by early intervention within areas of concern identified by the study. Data were collected using a two round approach which includes focus groups and targeted surveys utilizing research-backed electronic survey tools. The research questions addressed in the study were the …

Greater Newark Stem Ecosystem - 2026 Convening - Small Group Outcomes & Action Plan, Brad Schenker

STEM for Success Showcase

In January 2026, GNSE convened ecosystem partners for a co-design session focused on identifying shared challenges, opportunities, and near-term actions to strengthen STEM education and career-connected learning. Participants engaged in small-group discussions to surface barriers, enablers, and potential areas for coordinated action.

A Closer Look At Quality: A Mixed Methods Study On International Teachers’ Perceptions Of Educational Technology-Focused Professional Development In South Carolina, Melissa Mcclary

Doctor of Education Dissertations

Educational technology (EdTech) is widely promoted as a means of improving instruction; however, limited research has examined how international teachers are supported through EdTech-focused professional development (PD) in South Carolina (SC) schools. Using a convergent mixed methods design, this study explored international teachers' perceptions of EdTech PD quality through the lens of Desimone's (2009) core features of effective PD and Expectancy-Value Theory (EVT). Quantitative data were collected from 81 respondents using the Teacher Professional Development (TPD) Monitor Survey (Richter & Richter, 2024), complemented by 16 semi-structured interviews. Survey results indicated high overall ratings, with clarity and structure, practical relevance, and …

Full Issue: Journal On Empowering Teaching Excellence, Volume 9, Issue 2, Fall 2025

Journal on Empowering Teaching Excellence

The full-length Fall 2025 issue (Volume 9, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

This issue of the Journal on Empowering Teaching Excellence brings together articles that highlight approaches for engaging students and broader communities through teaching, coaching, and assessment in higher education. The contributions examine community-engaged learning in graduate coursework, the use of coaching practices to support student-centered teaching and advising, Cooperative Extension staff readiness for virtual instruction, and alternative assessment strategies aimed at increasing engagement and reducing anxiety in challenging STEM courses. Collectively, the articles …

Balancing The Digital Classroom: Examining Teachers’ Reliance On Technology In A Rural School District, Victoria Poisel

Master's Theses & Capstone Projects

When the Wi-Fi goes down in a technology-dependent classroom, learning often grinds to a halt. This inquiry-based research study examined how teachers’ reliance on digital tools affects their ability to deliver effective instruction in a small, rural school district in northeast Washington. Sparked by the researcher’s firsthand experience during a three-week district-wide internet outage, the study explored how technology dependence influences instructional resilience and adaptability when access is disrupted. Conducted at Selkirk School District, the research included seven core subject teachers across grades 6-12 and combined survey data, reflective journaling, and a review of current literature on technology integration and …

Bringing Life To Our Mission And Vision: A Problem Of Practice, Jessica Preisig

All Dissertations

This study leveraged principles of improvement science and a mixed methods approach to evaluate the impact of an intentionally designed professional learning cohort for teachers. The intended aim of this study was to equip teachers with the knowledge, skills, and self-efficacy necessary to effectively utilize instructional technology to meaningfully engage all learners. As one part of a collaborative dissertation in practice, this study explored the broad impact of teachers’ participation in a cohort implementing the seven elements of effective professional development (Darling-Hammond et al., 2017) and framed around the ISTE Standards for Educators (Crompton, 2017). The companion study (Britton, forthcoming) …

First Annual Advances In Business Education Conference 2025 Proceedings, Kelsey Metz, Joshua Ray

Advances in Business Education (ABE) Conference Proceedings

Conference Overview: The First Annual Advances in Business Education (ABE) Conference was held on May 16, 2025, at Lincoln Memorial University in Harrogate, Tennessee. Hosted by the LMU School of Business, the ABE Conference was established to promote teaching excellence through innovation and collaboration in business education. With a focus on fostering meaningful dialogue among educators, researchers, and students, the conference welcomed participants from across disciplines and institutions. The event was structured around three key tracks:

Pedagogy & Teaching Excellence: Showcasing innovative teaching methods and strategies for enhancing student learning and engagement.

Business Research: Presenting research focused on advancing knowledge …

Guidance And Lessons Learned For Instructors Seeking To Add Video Creation To Their Skill Set, Wendy A. Swenson Roth

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

Videos have entered the classroom, whether for online asynchronous courses or as supplementary information in synchronous classes. COVID-19 accelerated the pace of online and video learning but left instructors with little time to explore the optimal use of this technology. Nonetheless, videos are here to stay, raising questions about what unique choices faculty must make when implementing them and what new skills are required as videos become additional content delivery sources. The following article provides implementation guidance and lessons learned for instructors seeking to add video creation to their skill set.

Secondary Public School Teachers' Perception On Professional Learning Experiences That Influence Their Beliefs And Feelings Of Ease With Integrating Technology, Daquita Pounds

Boise State University Theses and Dissertations

This study was conducted to examine secondary teachers’ perceptions on the role of others and the role of their professional learning experiences as influencing factors on their belief in their ability to and feelings of ease with integrating technology. A basic qualitative design is used for the current study. A total of six secondary, in-service teachers provided evidence for this study across a total of three semi-structured interviews that occurred during the second semester of the 2023-2024 academic school year. The teachers in this study were given the opportunity to share how they selected their learning experiences for technology integration …

Teacher Motivations To Voluntarily Participate In K-12 Microlearning Professional Development: A Mixed Methods Study, Mary-Elizabeth Lubeskie

Boise State University Theses and Dissertations

Professional development (PD) is crucial for improving teaching effectiveness, but state mandates and traditional models often fail to engage teachers by meeting their diverse needs, fitting into busy schedules, offering choices, or fostering meaningful instructional changes. The mixed methods study addresses this gap by investigating the specific motivations of K-12 public school teachers to voluntarily engage in microlearning professional development (mLPD) as an alternative to traditional PD approaches. Guided by Self-Determination Theory (SDT) and Adult Learning Theory (ALT), the research examines how intrinsic and extrinsic motivations influence participation, exploring the appeal of microlearning’s brevity, relevance, and autonomy. Quantitative data from …

Teacher Support And Professional Development Needs In A New Virtual Academy, Joshua Young

All Dissertations

ABSTRACT

As the need for virtual learning options for K-12 public students rapidly grew in large part as a response to COVID-19, Foothills Virtual Academy^[1] (FVA) has developed as an option for online learning for students enrolled in the School District of Foothills County^[2] (SDFC), a district of approximately 16,000 students located in South Carolina. This educational program offers families the option for their students to become full-time virtual students while still remaining enrolled as a student in SDFC. This program features instructional programs specifically tailored for each age and grade level and features a mixture of synchronous …

The Role Of Artificial Intelligence In Workforce Learning And Development: A Systematic Review, Mildred V. Jones

Educational Leadership & Workforce Development Theses & Dissertations

The purpose of this study is to investigate how artificial intelligence (AI) is currently employed in workforce learning and development. The study examined the types of AI employed and the affordances realized for organizations and employees. A PRISMA systematic review methodology was utilized to address the overarching problem statement and answer the three questions guiding the study. The PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta Analysis for Protocols was used to direct each phase of the research. In addition, the Preferred Reporting Items for Systematic Reviews and Meta Analysis was used to conduct the article selection process. …

Experiencing The Shift: How Experiential Blended Learning Professional Development Enhances Teacher Self-Efficacy, Shannon N. Tabaldo, Ashley L. Ireland

Journal of Catholic Education

This qualitative study examines how participation in a multi-year, experiential professional development program—the Academy of Blended Learning (ABL)—shaped teachers’ perceived self-efficacy in implementing blended learning. Grounded in Bandura’s self-efficacy theory, Bruner’s constructivism, and Knowles’ adult learning principles, the study drew on semi-structured interviews and instructional artifacts from eight teachers in Catholic schools serving historically marginalized communities in California. Findings suggest that ABL participation was associated with increased instructional confidence, a stronger sense of professional purpose, and greater enthusiasm for student-centered, technology-enhanced learning. Teachers attributed these shifts to ABL’s design, which emphasized active participation, collaborative inquiry, differentiated instruction, and development of …

Oer Faculty Fellowship, Leila Walker

Open Educational Resources

No abstract provided.

Full Issue: Journal On Empowering Teaching Excellence, Volume 8, Issue 2, Fall 2024

Journal on Empowering Teaching Excellence

The full-length Spring 2024 issue (Volume 8, Issue 1) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2024 issue presents practical ideas and prompts for those who teach at colleges and universities in a variety of disciplines. Articles ways to use popular culture (in this case, reality TV) to teach higher-level concepts; strategies for adapting Lesson Study techniques for preservice teachers; and a review of McNair et al.'s 2022 book on creating student ready colleges.

Online Learning Communities And Secondary Educators' Tech-Enhanced Instructional Practices: A Correlational Study, Oscar R. Carrera

Theses and Dissertations

This correlational study investigated how secondary educators' engagement in online learning communities relates to their tech-enhanced instructional practices, a relationship that gained importance following the COVID-19 pandemic's acceleration of educational technology adoption. Through the lens of Keller's ARCS Model of Motivation (Keller, 1987) and demographic analysis, the research examined three key aspects: the relationship between community engagement and tech-enhanced instructional practices, demographic predictors of engagement, and correlations between ARCS motivational components and engagement. Data collected through a cross-sectional survey of 115 secondary educators revealed a statistically significant moderate positive correlation between engagement in online learning communities and tech-enhanced instructional practices. …

Transformative Interactions: Chatgpt’S Role In Facilitating Professional Development Among Vietnamese English As A Foreign Language Teachers, Thi Thuy Tran, Trut Thuy Pham, Thanh Thao Le

Higher Learning Research Communications

Objective: This study delved into the integration of ChatGPT as a medium for English teacher professional development among Vietnamese English as Foreign Language (EFL) teachers.

Methods: Rooted in the Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the qualitative exploration employed semi-structured interviews with nine teachers categorized into novice, mid-career, and near-end career stages. The objective was to understand teacher experiences, perceptions, and insights regarding the role of ChatGPT in their professional journey.

Results: Key findings illuminated that ChatGPT facilitated enhanced personalized learning, bridged the gap between theoretical knowledge and its practical application, and even indirectly spurred …

Exploring Teachers’ Perspectives On Integrating Gaming Into Agriculture Education Through Nasef Farmcraft, Carrie Settles Livers

Murray State Theses and Dissertations

With a growing population and a decrease in arable land, it is vital to prepare the next generation of agriculturalists. However, enrollment in agricultural education programs has been on the decline. Incorporating digital games into the classroom could serve to engage future students and encourage careers in agriculture. This study explored how Georgia agriculture teachers' technological and pedagogical knowledge influences their willingness to adopt digital games, specifically Georgia Farmcraft and Minecraft for Education, in their teaching. Additionally, it sought to identify demographic factors that might impact adoption and to determine effective professional development strategies to support teachers in using these …

Experience Of Applying The Blended Learning Model In The System Of Professional Development Of Primary School Teachers In The Kyrgyz Republic, Mirkul Esengulova, Zhyldyz Asekova, Nurgul Toktogulova

Journal of Educational Technology Development and Exchange (JETDE)

Enhancing teacher competence in the Kyrgyz Republic is crucial due to ongoing education reforms. This is driven by the need to improve education quality and external factors like digitalization, quarantine restrictions, and widespread internet use. The purpose of work was to explore the model of blended learning and its use in the professional development of educators in the Kyrgyz Republic. The study used the methods of questionnaires, observation, pedagogical reflection, and statistical, pedagogical experiment. As a result, it was found that blended learning can be implemented based on the Moodle platform, which allows for online consultations, lesson observation and pedagogical …

Athletic Trainers' Perceptions Of The Structure And Barriers To Online Continuing Education Clinical Documentation Models, Sara L. Nottingham, Tricia M. Kasamatsu, Julie M. Cavallario, Cailee E. Welch Bacon

Rehabilitation Sciences Faculty Publications

Context: Athletic trainers (ATs) appreciate the accessibility of web-based continuing education (CE) opportunities. ATs describe needing more CE opportunities related to clinical documentation, but the effectiveness of CE in this content area has not been studied.

Objective: Obtain ATs’ perceptions of their experiences accessing web-based CE specific to clinical documentation.

Design: Qualitative study.

Setting: Web-based audio interviews.

Patients or Other Participants: Twenty-nine ATs, averaging 36.2 ± 9.0 years of age, including 16 women and 13 men who represented 8 different clinical practice settings.

Data Collection and Analysis: Participants previously completed 1 of 2 web-based CE modules specific to clinical documentation, …

Factors Influencing Military Instructor Technology Self-Efficacy, Gina D. Frank

Boise State University Theses and Dissertations

Technological self-efficacy is considered the dominant determinant of the intention to use technology to achieve learning outcomes. Researchers in the K-12 environment have utilized self-efficacy theory, and the factors influencing it, to aid teachers in integrating technology into their classrooms, yet similar research has not been conducted on military instructors. This sequential, explanatory mixed methods study sought to identify specific factors affecting military instructors’ levels of technology self-efficacy. The study was conducted on military instructors at a base in the southern United States and used the Computer Technology Integration Survey and semi-structured interview questions to find answers to three research …

Professional Development, Digital Platforms, And Middle School Education During Covid-19, Cynthia Susan Castro

Theses and Dissertations

The COVID-19 outbreak shifted towards online learning, requiring educators and administrators to adapt to new digital platforms and technologies quickly. The purpose of this quantitative study is to examine whether there is a significant difference in the frequency of use of digital platforms among middle schools. Secondly, it explores the relationship between teachers' attendance at professional development sessions and their integration of Nearpod lessons during the pandemic. Lastly, it investigates the relationship between the time campus principals invested in technology-related professional development and teachers' adoption of digital platforms at their respective campuses. Surveys and administrative records were …

A Framework For Teaching Computational Thinking In Primary Schools: A Namibian Case Study, Maria M. Ausiku, Machdel C. Matthee

The African Journal of Information Systems

Several professional development programs have been designed to train in-service teachers on a computational thinking (CT) curriculum, but few researchers have examined how these affect primary school teachers' self-efficacy and knowledge of CT in emerging economies. This study's objective was to create a framework for the professional development of primary school in-service teachers for the teaching of CT (referred to as professional development for primary computational thinking - PD4PCT) to be integrated into teachers' professional development programs. An initial framework was refined after implementing it at a Namibian school with a group of 14 teachers from five different disciplines (social …

Professional Development For Teaching In The Digital Age: Addressing Teachers’ Digital Competency, Blanca Nery Ibarra

Theses and Dissertations

The purpose of this study was to identify teachers’ digital skills proficiency gaps in order to determine preparedness for teaching in the digital age. Using a survey research design helped identify teachers’ digital skills self-confidence, attitudes towards the use of technology in the classroom, and current uses of technology for instructional purposes. The participants in this research study consisted of 320 middle school teachers from a border school district in south Texas. The data was collected using a survey instrument consisting of the TPSA C-21 and researcher-developed items. The data was analyzed using the Spearman-rank order correlation to describe the …

Engaging Young Female Students In Digital Technology Programs: Part One, Sarah Buckley, Syeda Kashfee Ahmed, Kristy Osborne, Celia Mcneilly, Shani Sniedze, Rachel Felgate

Digital learning research

This report is part of a larger project commissioned by CSIRO and designed to highlight the enablers and barriers to young female students engaging with digital technology. By addressing this function, the report will thereby aid CSIRO to increase the participation of young female students in the digital technology programs offered by CSIRO’s Education and Outreach (CEdO) unit. CSIRO’s Digital Careers team have developed activities and resources to enhance and extend students’ computational thinking skills and to develop other integral skills such as teamwork, critical and creative thinking, and problem solving. In collaboration with industry partners, CEdO are responsible for …