Instructional Media Design Commons^™

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.

Grounding Ai Use In Learning Science: A Conversation With Steven Miller, Steven Miller, Lieven Demeester

CASTLe: Collection of Articles on Scholarship for Teaching and Learning

In this insightful interview, SMU Associate Provost (Teaching and Learning Innovation) Lieven Demeester and Professor Emeritus of Information Systems Steven Miller discuss the integration of artificial intelligence (AI) in teaching and learning, emphasising the importance of grounding AI use in the fundamentals of learning science. They explore the evolving role of education in the context of AI advancements, highlighting the need for educators to focus on the cognitive aspects of learning, such as goal-directed practice and feedback. They also address the potential of AI as a collaborative agent in group projects and the importance of maintaining accountability and quality control …

Developing Self-Evaluation Skills In Interprofessional Simulation Educators: A Multilevel Mixed-Methods Study, Dana G. Trottier

Antioch University Dissertations & Theses

This multilevel mixed methods investigation examines the experiences of developing self-evaluation skills for simulation fellows in an interprofessional simulation fellowship program. Interprofessional fellows (N = 12) and faculty (N = 4) engaged in a three-phase study using video-assisted learning tools to explore the differences in self-evaluation (perceived performance) and faculty evaluation (actual performance) in developing debriefing skills. For the quantitative component, fellows and faculty completed the DASH© tool to evaluate the quality of debriefing to help close the gaps between fellow self-evaluation and faculty evaluation. For the qualitative component, video-stimulated think-aloud and video-assisted debriefing the debriefer were utilized to understand …

Learning Professionals That Leverage Learner Agency As An Asynchronous Instructional Design Strategy: A Phenomenological Study, Misha A. Mixon

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to understand asynchronous online professional learning for adults that maximizes learner agency through non-linear instructional design strategies by the lived experiences of Learning and Development professionals. The theory guiding this study is Malcolm Knowles’ theory of andragogy, as it speaks to the unique characteristics of adult learners and is the lens by which the creation of asynchronous learning experiences that maximize learner agency can be viewed. The central research question investigates the lived experiences of learning professionals who create asynchronous online professional learning for adults that maximizes learner agency through non-linear instructional …

Special Educators’ Experiences With Professional Development And Implementation Support In Using Digital Social Stories For Students With Autism, Simbi Mignon Animashaun

Walden Dissertations and Doctoral Studies

Students with autism need social skills to succeed academically, which can be fostered with the use of digital social stories (DSSs). While many special educators are expected to use DSSs to teach social skills because of increased elementary autism diagnoses, a significant number of DSS users are unprepared. The problem addressed in this qualitative project study was that special educators were not receiving adequate professional development and implementation support to use DSSs to teach autism-related social skills. The purpose of this research was to explore the special educators’ experiences with professional development and implementation support. The concerns-based adoption model and …

Special Educators’ Experiences With Professional Development And Implementation Support In Using Digital Social Stories For Students With Autism, Simbi Mignon Animashaun

Walden Dissertations and Doctoral Studies

Students with autism need social skills to succeed academically, which can be fostered with the use of digital social stories (DSSs). While many special educators are expected to use DSSs to teach social skills because of increased elementary autism diagnoses, a significant number of DSS users are unprepared. The problem addressed in this qualitative project study was that special educators were not receiving adequate professional development and implementation support to use DSSs to teach autism-related social skills. The purpose of this research was to explore the special educators’ experiences with professional development and implementation support. The concerns-based adoption model and …

Professional Development Rewired: A Case Study Of Tims Approach, Tian Luo, Jilian Reynolds, Pauline Muljana

Journal of Educational Technology Development and Exchange (JETDE)

This paper presents a case study of a technology-enhanced professional development strategy and demonstrates how an extended workshop approach, based on tutorials, instructional modeling, and support (TIMS), was used for professional learning at a school site. Data collection procedures included a pre-survey, an audiotaped focus group, interviews, a post-survey, and previous district historical survey collection and analysis regarding professional development sessions. Overall, the results indicate that the TIMS approach is an effective form of professional development delivery, which focuses on providing live modeling, attending to lesson relevancy and student needs, as well as being content-specific. Implications regarding implementing technology-focused professional …

Influence Of Online Professional Learning Networks On Teacher Self-Efficacy For Using Information Communication Technology, Jeremy A. O'Toole

Walden Dissertations and Doctoral Studies

Information communication technology (ICT) is increasingly used to enhance teaching and learning, but many teachers lack mastery-level experiences using these computing technologies in the classroom. To further their knowledge, some teachers have turned to online professional learning networks (PLNs) for development, but further research is needed to explore how and why these networks change teachers’ practice. Framed by Albert Bandura's theory of self-efficacy, the purpose of this study was to explore the influence of online PLNs on teachers’ perceptions of their technological self-efficacy for implementing ICT in the classroom. The research question of this basic qualitative study with interviews addressed …

Elementary Teacher Perceptions Of Blended Learning In The Digital Classroom, Sarah Cummings

Walden Dissertations and Doctoral Studies

Blended learning is an instructional model in which instruction is delivered using a combination of traditional teaching methods and online learning materials such as digital textbooks, virtual textbooks, and teacher-made videos. The problem was that elementary teachers in local schools were not implementing blended learning as intended by the school’s improvement plan. The purpose of this study was to examine the perspectives of elementary teachers in Grades 3-5 who have experience using blended learning. The framework for the study is the complex adaptive blended learning system (CABLS) because it helps examine the blended learning elements and the changes that result …

Elementary Teacher Perceptions Of Blended Learning In The Digital Classroom, Sarah Cummings

Walden Dissertations and Doctoral Studies

Blended learning is an instructional model in which instruction is delivered using a combination of traditional teaching methods and online learning materials such as digital textbooks, virtual textbooks, and teacher-made videos. The problem was that elementary teachers in local schools were not implementing blended learning as intended by the school’s improvement plan. The purpose of this study was to examine the perspectives of elementary teachers in Grades 3-5 who have experience using blended learning. The framework for the study is the complex adaptive blended learning system (CABLS) because it helps examine the blended learning elements and the changes that result …

Exploring Faculty Perceptions Of Professional Development Support For Transitioning To Emergency Remote Teaching, Ana Redstone, Tian Luo

STEMPS Faculty Publications

Professional development (PD) for instructors at higher education institutions offering online courses is important for assuring the quality of online programs. However, PD opportunities for faculty members have often been piecemeal and inadequate. In light of the COVID-19 pandemic that forced instructors around the world to teach online, PD has become even more critical to the success of the instructors, students, and institutions themselves. This paper describes research conducted at a large university in the United States that used a survey developed to operationalize Baran and Correia’s (2014) holistic Professional Development Framework for Online Teaching (PDFOT). The survey identified strengths …

When Knowing Is Not Enough: A Narrative Exploration Of How K-12 Teachers Make Decisions About The Transfer Of Critical Competencies From Professional Learning To Daily Practice, Nell E. Ballard-Jones

Antioch University Dissertations & Theses

School districts spend millions of dollars each year to provide training and learning to staff working in direct and indirect service to students (National Council on Teacher Quality, 2021). This financial commitment says nothing about what is even more important: the need for school employees and the systems in which we work to serve students more effectively. Despite vast allocations of time and money and presumably best intentions for better social and academic outcomes for students, very little data exist that reflect regular transfer and application of training/learning into professional practice (Nittler et al., 2015). By and large, schools and …

Journalism Through Learning Design, Geoff Decker

Capstones

Abstract

At its core, journalism is a civic enterprise with a mission to help citizens better understand their world and communities. Fulfilling this lofty mission in today’s digital media landscape poses new and evolving challenges, but it also presents a unique opportunity to reexamine the relationship between storytellers and their audiences. Advancements in the learning sciences in recent decades offer important insights into how the mind works. In teaching and learning, pedagogical experts and practitioners increasingly utilize these insights to refine and implement instructional strategies that increase student engagement, motivation, and learning. This capstone project aims to establish a framework …

Teacher Perceptions Of Blended Learning To Support 21st Century Learners, Nikki Hensley

Electronic Theses and Dissertations

The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that …

The Relationship Between Digital Literacy Skills Instruction And Increased Skills Proficiency, Kelli Erwin

Walden Dissertations and Doctoral Studies

Though today's students are considered digital natives, they lack the digital literacy skills needed to be competent and productive members of a digital society. The problem is a lack of evidence about the effectiveness of using content knowledge instruction and application experiences to develop students' digital literacy skills. The purpose of this study was to understand the relationship between content knowledge, application experiences, and knowledge and skill development for digital literacy skills. Using Marzano's art and science of teaching framework, the research questions were framed to explore the relationship between the content knowledge and application experience scores and mean growth …

Instructor Beliefs Related To Technology Use After Professional Development, Bethany Ann Croton

Walden Dissertations and Doctoral Studies

Faculty in higher education often see themselves as researchers and identify less as instructors. The problem is that nearly every profession has embraced technology in new ways, except in the world of education and students need 21st-century skills to be competitive in the workforce. The purpose of this qualitative phenomenological study was to explore instructors' lived experiences and beliefs regarding teaching and technology integration before, during, and after completion of a professional development program at a Midwestern Tier 1 research institute. The study was framed by Rogers's diffusion of innovation theory and the sustainability education academic development framework. The research …

Perspectives Of Elementary Teachers Implementing Blended Learning While Participating In Virtual Coaching, Jessica Kristin Anderson

Walden Dissertations and Doctoral Studies

As the use of blended learning in classrooms has increased across the United States, it is important to provide differentiated professional development and support to educators. As a technology-enabled form of professional development, virtual coaching connects teachers with experts in the field. However, the usefulness of individualized virtual coaching as a differentiated professional development support for elementary teachers implementing blended learning is not well understood. Using Kolb’s experiential learning theory and Magana’s T3 framework, the purpose of this basic qualitative study was to explore elementary teachers’ perspectives on the usefulness of individualized virtual coaching in supporting blended learning implementation and …

One To One Device Initiative Implementation In A Rural High School In Mississippi, Roxanne Hall

Walden Dissertations and Doctoral Studies

AbstractOne-to-one device initiatives provide access to digital learning for students; however, little is known about how this process occurs in rural schools. Implementing a one-to-one device initiative may have positive effects on student access to digital technologies as well as student and teacher efficacy when sufficient training happens beforehand. The purpose of this qualitative case study was to examine the implementation of a one-to-one laptop initiative in a rural high school in Mississippi, focusing on policy development and stakeholder views. The conceptual framework of implementation science and theoretical frameworks of normalization process theory and adaptive implementation guided the research. The …

Studying Teachers’ Self-Efficacy And Experience While Empowering Technology Use Through Personalized Professional Learning, Allison Hall, Lida Uribe-Flórez, Kerry Rice

Educational Technology Faculty Publications and Presentations

The purpose of this mixed-methods study was to investigate the impact and experiences of teachers who had engaged in a personalized professional learning program to promote ICT integration in preK-12 classrooms. Survey results (n=344) showed that teachers’ perceptions of their ability to use technology tools and their self-efficacy towards using technology in the classroom improved significantly after the training. Interview results indicated support, choice, and coherence as positive aspects of the program with content support, community, and the overarching struggles of teaching as challenges to improvement. Overall, being able to have their individual needs met empowered teacher progress towards their …

Locating The Critical Component In Technological Pedagogical And Content Knowledge ( Tpack ): An Examination Of How Graduate Students Recruit Tpack And Critical Digital Literacy Into Classroom Practices., Vicki Ann Hosek

Theses and Dissertations

The objectives of this study were to gain an understanding of how practicing teachers believe they are prepared to meaningfully and critically integrate technology into their classroom practices; and to understand how practicing teachers recruited those beliefs into their teaching practices. This included gaining an understanding of what they believed led to their engagement in the critical dimensions of technology use in their teaching practices. This mixed-methods study contained two phases. In Phase 1, 58 graduate students in a College of Education completed a newly developed Critical Technological Pedagogical Content Knowledge (C-TPACK) survey containing likert-scale and open-ended questions. A subset …

Knowledge-Sharing And Potential Virtual Communities Of Practice In The U.S. Coast Guard’S Afloat Community: A Qualitative Pilot Study, Lisa Rodman, Jesús Trespalacios

Educational Technology Faculty Publications and Presentations

Virtual communities of Practice (VCoP) offer a flexible option for professional development that may be employed by geographically dispersed communities. Due to unique and dynamic operational demands and a reduced training budget, the United States Coast Guard’s (USCG) afloat community has limited opportunity for formal professional development, but alternative learning options have yet to be formally researched. This qualitative pilot study employed purposeful sampling to conduct 6 one-on-one interviews of afloat members with varying degrees of afloat experience and total time in service. The interviews were used to elucidate the knowledge-sharing culture of the afloat community, including the degree to …

Professional Development For One-To-One Mobile Technology Programs, Leann Martin Morris

Walden Dissertations and Doctoral Studies

One-to-one mobile technology integration is the goal of increasing numbers of school districts each year, and many factors exist to consider when measuring success. The research problem for this qualitative study focused on one of the critical components for measuring success: the need for effective teacher professional development. The purpose of this study was to examine (a) principles and practices to facilitate the integration of one-to-one mobile technologies into professional learning experiences, and (b) the perceptions of technology instructional coaches regarding changes in teachers' practice and attitudes following professional development. The conceptual framework included Knowles's theory of andragogy and Koehler …

Teachers' Participation In Learning By Design Activities, Their Technological, Pedagogical And Content Knowledge, And Technology Integration In An Inner City School, Joan Bruner-Timmons

Walden Dissertations and Doctoral Studies

Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by design (LBD) and technological, pedagogical, and content knowledge (TPACK). The relationship between LBD, TPACK, and technology integration in the classroom was examined. …

Determinants Related To Faculty Members’ Intention To Use Webinars For Professional Development Purposes, Ali Mohammed Saghir

Graduate Research Theses & Dissertations

Professional development helps employees improve their skills and competencies for performing work-related tasks. It entails equipping workers with technical skills to enable them to use a new technology. However, institutions are still faced with challenges when integrating new technologies into their systems. It is important for the management of various institutions to inquire about employees’ readiness to adopt a change before implementing it to determine the level of possible resistance.

The purpose of this quantitative study was to examine the behavioral intention of faculty members on the use of webinars as a tool to receive professional development content at the …

A Method To The Madness: The Challenges & Successes Of Training Faculty To Use Brightspace, Carrie Miller, Jeffrey Henline

IT Solutions Publications

No abstract provided.

Exploring Teacher’S Attitudes And Behaviors In Implementing Instructional Technology Into Curriculum, Letitia Walters

Dissertations

This program evaluation explored how effective integration of technology resources and systems with teacher training and curriculum development can occur despite teachers limited technology competencies. Theses competencies increase when teachers have desire and opportunities to become better acquainted with utilizing digital tools. Perceived technology integration skills of teachers solely, cannot predict the effective integration of technology in student products to address new learning (Ertmer, 2005). Technology integrated lesson plans, the relationship between teachers' beliefs and their use of various strategies to integrate technology and a model that teachers can use to guide them through the necessary changes they will need …

Exploring Teacher Assessment Literacy Through The Process Of Training Teachers To Write Assessment Items, Heather Peltier Wright

USF Tampa Graduate Theses and Dissertations

The purpose of this study was to examine the process and impact of assessment training content and delivery mode on the quality of assessment items developed by the teachers in a two-year assessment development project. Teacher characteristics were examined as potential moderating factors. Four types of delivery mode were employed in the project: synchronous online, asynchronous online, in-person workshop, and blended (a combination of online and in-person training). The quality of assessment items developed by participating teachers was measured via: 1) item acceptance rate, 2) number of item reviews (as an indicator of how many times accepted items were rejected …

Technology-Based Professional Development For Teaching And Learning In K-12 Classrooms, Nijia Byrd

Walden Dissertations and Doctoral Studies

In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of technology-based professional development and its effect on self-efficacy. Guided by Piaget's constructivist theory, this study was based on the perspective that teachers often construct knowledge rather than gain it. Guiding questions explore the experiences teachers have had with technology integration in daily teaching practices, their self-perceived competency level and self-efficacy regarding technology, their attitudes …

Teacher Perceptions And Attitudes Of Classroom Technology Integration Related To Ipad Training, Theresa Marie Pepe

Walden Dissertations and Doctoral Studies

While professional development on the use of technology in the classroom aids educators to implement new teaching strategies, little is known about teachers' concerns with professional development specifically for adopting mobile technologies like iPads in their classrooms. The purpose of this study was to discover teachers' attitudes and perceptions toward teacher training for integration of the iPad into their classroom instruction. Using a case study approach and the concerns-based adoption model as a framework, this study examined teachers' concerns about their training for using the iPads in the classroom. Participants were 7 teachers from a small, suburban, Catholic K-8 school …

Internet Technology As A Means Of Delivering Reading Instruction In The Content Areas, Kimberly Rose Pintok

Walden Dissertations and Doctoral Studies

Due to students not meeting minimum proficiency levels in reading, a central Florida middle school that was rated an A school for 4 years consecutively dropped to a B rating during the 2012-2013 school year and was 10 points away from dropping to a C rating in the 2013-2014 school year. The purpose of this phenomenological study was to describe classroom implementation of Internet technology in a middle school classroom in an attempt to address the steady decline in reading scores. Guided by Piaget, Dewey, and Vygotsky's social constructivist view of education, this study explored if and how teachers used …