Junior High, Intermediate, Middle School Education and Teaching Commons^™

Grey Clouds And Silver Linings: Professional Learning For Secondary Educators During Covid-19, Jenelle Williams

Michigan Reading Journal

No abstract provided.

From Barriers To Success: How Elementary School Principals Strategically Lead Schools To Become 21st Century Learning Exemplar Schools, Heather Gold

Dissertations

Purpose: The purpose of this phenomenological qualitative study was to examine the barriers and support systems elementary principals describe, through the lens of Activity Theory, they experienced while leading their schools to achieve 21st century learning exemplar status.

Methodology: This phenomenological study examined the perceptions of 15 elementary and K-8 principals and their respective assistant principals regarding the barriers and support systems they experienced while leading their schools to achieve 21st century learning exemplar status. Participants were selected based on the criteria that they had been identified as exemplary by the Partnership for 21st Century Learning (P21); were public, non-private, …

Teacher Perceptions Of Curriculum-Driven Technology After Working With Instructional Technology Coaches In Middle Schools In One Southeastern School District, Julie Pepperman

Ed.D. Dissertations

The use of curriculum-driven technology in K-12 public schools was mandated by federal law. School and district leaders were required to provide curriculum-driven technology professional development and support to teachers. The use of the curriculum-driven technology coach was an option some schools chose to meet the curriculum-driven technology professional development requirements and needs of their teachers. The purpose of this research was to explore one school district’s middle school teachers’ perceptions of the importance of curriculum-driven technology and their perceived self-efficacy in using curriculum-driven technology in instructional practice after collaborating with a curriculum-driven technology coach. This qualitative study was conducted …

Implementing Personal Devices In Math, Jamie W. Mcdaniel

Networks: An Online Journal for Teacher Research

This study examined the effect of implementing personal devices into a fifth grade mathematics classroom. Thirty-eight fifth graders participated in this eight-week project with a focus on six students to track their growth. During the study, students engaged in technology based stations that pertained to our geometry unit and coordinate unit. Students took pre and post test on paper to track progress. In addition, students completed online assessments within their practice websites and apps to track comprehension and growth of the content. Furthermore, students were interviewed to ensure they were staying engaged in the online activities and to track student …

Teaching Cybersecurity To Students With Visual Impairments And Blindness, Jesse R. Hairston, Tania Williams, Derrick W. Smith Ed.D., Coms, William T. Sabados Ph.D., Steven Forney

Journal of Science Education for Students with Disabilities

This work showcases specific adaptations used to make cybersecurity accessible to high school students with visual impairments and blindness (VIB). The rapidly growing field of cybersecurity demands a diverse workforce; however, barriers exist which can deter students with disabilities from studying cybersecurity, let alone pursuing a career in the field. To help overcome this challenge, we launched the first GenCyber camp specifically developed and instructed for high school students with VIB in summer 2019. We created a unique learning environment by combining interactive instructional aids, accessible development environments, and innovative instructional strategies. With intent to show cybersecurity as a viable …

The Effect Of Coaching On Teachers’ Instructional Technology Use In A 1:1 Environment, Michael L. Mitchell

Seton Hall University Dissertations and Theses (ETDs)

Current research has reported the benefits of integrating technology into the learning experience for students to promote greater engagement and collaboration. Schools across the country have begun implementing one-to-one learning environments in which each student uses a mobile computing device. However, use of technology in the classroom has failed to produce the expected transformational benefits. In order for technology to be integrated effectively, current research suggests that teacher pedagogy must adjust to the one-to-one classroom approach, and requires professional development to facilitate growth in their instructional practices while integrating technology. Research shows that coaches working one-to-one with teachers can be …

Shuffle Lit!: Using Ipod Shuffles To Encourage Literacy Experiences At Home, Ashlee B. Hover

Networks: An Online Journal for Teacher Research

A kindergarten teacher used action research to examine how literature, audio books, homework, and Apple iPod Shuffles can be combined to encourage and improve literacy at home. The research participants consisted of 16 kindergarten students in Middle Tennessee and their parents. The kindergarten students took home a tote bag with the following contents: an Apple iPod Shuffle loaded with many audio stories, six books, two types of headphones, and an iPod listening/reading log. The students took the project materials home for a week to enjoy with their parents and other family members. The parents or siblings recorded the students’ experiences …

Homeless Adults, Technology And Literacy Practices, Ewa Mcgrail, Gertrude Tinker Sachs, Tisha Lewis Ellison, Nicoloe Dukes, Kathleen Walsh Zackery

Middle and Secondary Education Faculty Publications

Some research has explored perspectives held by the homeless on technology use (Borchard, 2010; Eyrich-Garg, 2010, 2011; Harpin, Davis, Low, & Gilroy, 2016; Hersberger, 2002/2003; Pollio, Batey, Bender, Ferguson, & Thompson, 2013). Few studies have however focused on understanding this population’s use of technology for literacy purposes (Hendry, 2011; Muggleton & Ruthven, 2012), as distinct from their more general technology use, such as acquiring the skills to improve their station in life or to enhance their health, or utilize social services. Employing symbolic interactionism (Blumer, 1969) as a conceptual framework and using semi-structured interviews, this qualitative study examines technology use …

Using Steam To Increase Engagement And Literacy Across Disciplines, Robert L. Long Ii, Stephen S. Davis

The STEAM Journal

This paper explores STEAM as a solution to improving student engagement and helping students improve functional literacy across the curriculum. While STEM is a fairly established approach to curriculum, researchers and practitioners are continuing to develop and understand STEAM and its place in school curriculum. It is important that educators foster this holistic approach to education and strive to participate in active research associated with STEAM. It is also most advantageous for stakeholders to understand the importance of arts integration and its use to support collaboration, innovation, and creativity within students. Key strategies can be used to support arts integration …

Smartphone Apps In Education: Students Create Videos To Teach Smartphone Use As Tool For Learning, Kara E. Clayton, Amanda Murphy

Journal of Media Literacy Education

Smartphones are regular classroom accessories. Educators should work with children to understand the capacity of smartphones for learning and civic engagement, rather than being a classroom distraction. This research supports a collaborative project the authors engaged in with students in two states to discover what the perception of smartphone use was by students and teachers. One element of this project included students producing YouTube style tutorials on the educational use of mobile apps. The authors explored smartphone use in the classroom. Student created products correlated to technology trends in K-12 education and their relationship with state by state demographic data.

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …

An Examination Of Teacher Understandings Of Technology Integration At The Classroom Level, Shawn M. Carlson Phd

All Student Scholarship

The purpose of this dissertation is to describe and understand how teachers describe the changes in their practices as a result of ten years participation in a one-to-one environment. This research study focuses on one successful middle school’s adoption of laptops to support teaching and learning. A qualitative study using interviews of key participants was undertaken with teachers and administrators. The Technological, Pedagogical and Content Knowledge (TPACK) framework was used in conjunction with Rogers’ Diffusion of Innovation framework to understand from the participants’ perspective changes to their practice. The results indicate teachers underwent changes in their use of technology to …

Comparison Of Beginning Teachers' And Experienced Teachers' Readiness To Integratetechnology As Measured By Tpack Scores, Heather S. Fontanilla

Dissertations

Despite a growing awareness of the importance of technology in education, increased investment and attention to preparing teachers to integrate technology into the classroom, research shows that technology continues to fail to live up to its potential for transforming education. As schools move from standards based testing to implementation of the Common Core State Standards (CCSS), an expectation exists that teachers will be using technology to transform their teaching practices. There is also an expectation that schools are providing students with 21st century skills, including the use of technology. In exploring the reasons teachers are not using technology effectively, much …

Icontact: The Digital Feedback Process In A University Setting, Kathleen M. Wilson, Laurie A. Friedrich

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This practitioner research in the form of a case study examined the digital feedback process related to teacher growth in learning and instruction. Graduate students fulfilled course requirements utilizing iPad applications to generate assignments, coach undergraduate preservice teachers, and tutor low performing readers. Course instructors provided online written feedback on all written assignments. An analysis of data through the perspective of the formative process allowed four themes to emerge: (a) teacher learning through iContact, (b) immediate digital feedback and enduring learning, (c) creating an affinity space, and (d) transfer with a ripple effect.

The Correlation Between Temperament And Technology Preference And Proficiency In Middle School Students, Sabrina Sterling

Doctoral Dissertations and Projects

The purpose of this study was to identity the relationship between the temperament of middle school students, their level of interest and proficiency in technology-related activities. This study also aimed to identify the differences in proficiency of the students in the technology programs. Participants were selected from two middle schools in the medium-sized rural school system. State technology test results and a student technology interest survey were analyzed using analysis of variance and descriptive statistical measurements. Correlational studies help educators evaluate existing curricula, differentiate current instruction, and plan for future programs. The results of this study suggested that there is …

Increasing Access And Success In The Stem Disciplines: A Model For Supporting The Transition Of High School Students With Disabilities Into Stem-Related Postsecondary Education, Martie Kendrick, Marnie Bragdon-Morneault, Janet May, Alan Kurtz

Transition-Age Resources

This publication (191-page PDF) contains a package of evidenced-based transition supports that can be used by educators or instructors with high school students with disabilities who are interested in pursuing STEM-related postsecondary education and careers. The publication contains information and instructional activities related to the following: self-advocacy and self-determination; exploring STEM careers; disability disclosure; the accommodations process in college; identifying assistive technology; mentoring relationships and internships; and using student- and family-centered planning to prepare for college.

Voices From The Classroom: Elementary Students’ Perceptions Of Blogging, Ewa Mcgrail, Ann Davis

Middle and Secondary Education Faculty Publications

Blogging appears to be a promising instructional strategy which may provide solutions to some of the challenges in traditional writing instruction; however, few studies explore elementary students’ views on blogging. This qualitative case study gives elementary students voice as it examines their perceptions of blogging and their views of themselves as writers, readers, and learners. The researchers drew from multiple data sources, including student and teacher interviews, student and teacher blog writing, and classroom observations, to ascertain young writers’ perspectives. The findings indicate these student bloggers’ reader awareness and appreciation of the reader-writer relationship. Student bloggers also benefited from emotional …

Overwrought Copyright: Why Copyright Law From The Analog Age Does Not Work In The Digital Age’S Society And Classroom, Ewa Mcgrail, J. Patrick Mcgrail

Middle and Secondary Education Faculty Publications

In this article, the authors argue that copyright law, conceived of in an “analog” age, yet made stricter in our present Digital Age, actively stifles creativity among today’s student creators, both by its bias toward content owners and its legal vagueness. They also illustrate that copyright law is too stringent in protecting intellectual content, because physical and virtual objects are not the same thing. They conclude with a call to revise copyright for new media content that meets the needs of both content creators and pre-existing media content owners, and that, most importantly, benefits the education of the creative and …

Challenges To Teacher Control In The English Laptop Classroom, Ewa Mcgrail

Middle and Secondary Education Faculty Publications

When teachers develop successful instructional strategies and efficient classroom management, they establish control and assert authority so that learning can take place in the classroom. The teachers’ experiences with wireless laptop technology in this study, however, demonstrate that ubiquitous access to this technology in the classroom can sometimes create challenges for teachers, from managerial, curricular, to communicative perspectives. Exploring these challenges and their complexities in this report is meant to present a more balanced picture of technology integration in education, the one that takes into account not only the affordances and the possibilities but also the challenges and the constraints …