Other Teacher Education and Professional Development Commons^™

Ai In Pk-12 Education: Implications For Teaching And Learning, David Naff, Meleah Ellison, Casey Bailey, Tzu-Wei Wang, Kiana Bradford

MERC Publications

This research and policy review from the Metropolitan Educational Research Consortium (MERC) explores the implications of artificial intelligence (AI) for teaching and learning in public PK-12 education. It is part of a two part series with a companion report focused on AI implications for PK-12 policy. The report explores two questions:

1. How is AI shaping teaching and instructional practice?
2. How is AI shaping student learning and development?

It concludes with a series of key takeaways and recommendations for PK-12 policy and practice.

Oer Learning In Disguise Toolkit, Alessandra Early, Nicole Mckenna

Open Educational Resources

The OER Learning in Disguise Toolkit, created by Doctors Alessandra Early and Nicole McKenna, is a series of learning materials that ask students to apply key criminal justice concepts to arenas like social media or popular culture, emphasizing media literacy, active reading, and creative thinking. The toolkit includes an introduction; five assignment descriptions (each divided into an instructor-facing section with notes on how to explain the assignment, and a student-facing section with the sample assignment description); one in-class activity; and an appendix with additional readings and materials.

Digital Intelligence In Egypt’S K-12 Public Schools: Educators’ Perspectives, Mohammed Al Mousa

Theses and Dissertations

Technological integration has been a dominant feature of Egypt’s education recently, especially after the announcement of the Education 2.0 initiative, which aims to transform Egypt's education to digital-based and skill-based learning (UNICEF, n.d.), Ever since, public schools in Egypt started adopting technology into teaching practices through online classes, digital textbooks, e-learning platforms, and digital examinations. This educational transformation requires teachers and students to possess the knowledge, skills, attitudes, and values to become effective and responsible users of the transforming digital education system and the digital world in general, which are collectively known as Digital Intelligence (DQ). Despite the substantial role …

Walking Carefully Towards Bridging The Gap: Exploring Australian Music Educator Voices About Teaching Indigenous Music, Dawn Joseph, Bradley Merrick

Australian Journal of Teacher Education

Facilitating an inclusive pedagogy to close the gap that exists within the teaching of Indigenous Knowledge in Australia is a tall order for many teachers. This paper draws on responses to a national study and explores how music educators include Aboriginal and Torres Strait Islander music and culture into their practice. An online survey (December 2022-February 2023, N=109) informed the findings. Using thematic analysis, two themes (teaching challenges and opportunities, and bridging the gap) are discussed and key recommendations offered. Findings suggest that walking carefully towards bridging the gap is an opportunity for educational change in contemporary Australian classrooms.

The Effects Of Blended Learning On Student Achievement Within Various Environments: A Program Evaluation, Christine Nicole Harris

Dissertations

Educational K-12 learning environments have had limited to no change over many decades. Due to recent initiatives to social-emotional programs, school safety measures, and the need to increase academic achievement, there has been a push for school choice options that go beyond the traditional ways of learning. The purpose of this study is to examine the effectiveness of blended learning on student achievement within various environments in Grades 3-8. I used a mixed methodology to compare quantitative extant data from Achieve3000®, State Standardized Assessments, as well as qualitative data through teacher, parent, and student surveys. I collected 229 student extant …

Discovering The Importance Of Engagement In A Virtual Learning Experience For K-12 Educators, Kristen A. Condella

Doctor of Education (Ed.D)

The purpose of this qualitative case study was to discover how a virtual learning opportunity using various digital tools influenced professional development for teachers in a rural school district. The qualitative study was conducted through virtual interviews and participant lesson plan submissions and was aligned with the Technology Integration Matrix. The case study included participation in a virtual professional learning opportunity for K-12 educators on the topic of digital tool use, with an interview at completion focusing on engagement and implementation of learned tools as a result of the virtual learning experience. Participant submission of lesson plans were reviewed to …

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

Michigan Reading Journal

No abstract provided.

Technology Leadership Qualities In Secondary School Principals In Nebraska Who Support Student-Led Social Media Teams, Jill M. Johnson

Department of Educational Administration: Dissertations, Theses, and Student Research

This study addresses secondary school principals in Nebraska who are dealing with the negative ramifications of their students’ social media interactions. To combat the problem, this study sought to identify the technology leadership qualities possessed by secondary school principals in Nebraska who support student-led social media teams. A purposeful sampling of six secondary school principals in Nebraska, who have all been practicing principals for at least three years, engaged in individual semi-structured interviews via Zoom in January 2021. The primary research question was: What technology leadership qualities are possessed by secondary school principals in Nebraska who support student-led social media …

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 …

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 …

Collaborating Online: Tools For Improving Teacher Preparation In Literacy, Jennifer Van Allen, Lenora Forsythe

The Language and Literacy Spectrum

Teacher preparation programs face the continual challenge to provide experiences that foster collaboration between teacher candidates and go beyond the boundaries of particular programs and classrooms. Collaborative learning structures improve learner achievement, attitudes, engagement, satisfaction, and retention rates when interactions between learners are facilitated and fostered. These structures have the potential to foster genuine collaboration in which groups create products and processes that change individuals’ understandings and actions as well as those of the collective group. In this format, learning occurs not only from the instructor but from other classmates as well. Many agencies and professional associations are calling for …

Online Initial Teacher Education In Australia: Affordances For Pedagogy, Practice And Outcomes, Jillian J. Downing, Janet E. Dyment, Cathy Stone

Australian Journal of Teacher Education

This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong …

Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt

Journal of STEM Teacher Education

This article reports on a 2-year evaluation of a STEM integration professional development (PD) program for 40 math, science, and special education teachers in Grades 5–9 from a large Midwestern public school district. The National Research Council’s framework for integrated STEM education (Honey, Pearson, & Schweingruber, 2014) was used to explain the goals, outcomes, nature and scope, and implementation of the program. Teachers were measured on their growth in STEM content knowledge, technology integration, teaching confidence, pedagogical beliefs, and impact of PD. Increases resulted in all these areas with statistically significant improvements in most of them, particularly in Year 2. …

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

The Transdisciplinary 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 …

Teaching Teachers: Targeted Professional Development For Adjunct Faculty, Laura A. Tamberelli, Kim Buch, Caryl Gordon

Winthrop Conference on Teaching and Learning

Adjunct faculty are a growing and significant portion of teaching faculty at Universities across the United States. They are, however, vastly different from the traditional faculty member in terms of their needs, challenges, goals, and professional development options within their respective role and department. The proposed session would discuss the results of an adjunct faculty needs assessment conducted at UNC Charlotte. Additionally, it would present the steps that have since been taken to better serve adjuncts at this institution in terms of clarity, communication, networking, and professional development. Initial responses from department heads and adjunct faculty will also be discussed …

Use Of Tablet Technology: A Pilot Program For Graduate Students In Speech-Language Pathology, Taylor N. Hansen, Abby L. Bjornsen, Shari L. Deveney

Teaching and Learning in Communication Sciences & Disorders

The study purpose was to examine the associations between a 15-week intervention pilot program and a variety of self-reported measures of tablet technology use for graduate students in speech-language pathology (SLP) across classroom and clinical contexts. Participants were millennial-aged students (n = 9) in an accredited SLP graduate program in the Midwest. Participants each received an iPad Air 2 tablet and engaged with other participants and clinical educators to regularly discuss and demonstrate tablet use relative to classroom environments and evidence-based clinical contexts. Participants were anonymously surveyed at four different intervals using a 30-item questionnaire that addressed frequency, competency, …

A Simulation Pedagogical Approach To Engaging Generalist Pre-Service Teachers In Physical Education Online: The Gopro Trial 1.0, Brendon P. Hyndman

Australian Journal of Teacher Education

There has been a continuous increase in enrolments within teacher education programs in recent years delivered via online and external modes. Such levels of enrolment have raised discussion around the theory-practice nexus and whether pre-service teachers (PSTs) can optimally engage with practical learning components via online platforms. This paper provides insight into the potential and feasibility of using GoPro video technology as an innovation in online teacher education delivery of practical physical education (PE) classes. Upon completion of the university semester, qualitative data was collected detailing the generalist PSTs’ perceptions relating to the potential of using GoPro video footage to …

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 …

How Is Teacher Self-Efficacy And Attitude Toward Technology Affected By Extended Intrusive Training?, Gregg Miles

Instructional Technology Education Specialist Research Papers

The purpose of this study was to examine the effect that intrusive training has on teacher attitude and self-efficacy toward technology. Intrusive training was defined as making proactive steps on the part of the Instructional Technology Specialist to introduce teachers to new ideas, information and instruction through emails, social media, small groups and individual training sessions. A four and a half week intrusive training process was implemented with the treatment group and the results were compared to a control group. No statistical difference was found in the attitude and self-efficacy of the treatment group compared to the control group. Several …

Providing Educators Authentic Scientific Research Opportunities Through Integration Of Research Content And Technology With Globe Teacher Workshops Using An Integrated Model Of Professional Development, Steven Smith, Kristin Wegner, Benjamin D. Branch, Bridget Miller, Darrell G. Schulze, Ann M. Bessenbacher

Libraries Faculty and Staff Presentations

No abstract provided.

“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard

Journal of Educational Research and Practice

The percentage of higher education students enrolled in online courses has increased from 9.6 percent in fall 2002 to 33 percent in fall 2010. Due to the increased importance of online courses and programs on university campuses there is a need to better prepare novice technology faculty for the delivery of these courses. This article provides a description of the process through which a group of faculty with low to high technology skills prepared to deliver an online masters program. Minutes of meetings, documents produced, online discussion transcripts, and informal conversations were all used as data to analyze outcomes of …

Strategic Discussions For Nebraska: Opportunities For Nebraska -- Food Scarcity, Mary Garbacz

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Strategic Discussions for Nebraska is a program in the University of Nebraska-Lincoln Institute of Agriculture and Natural Resources that produces an annual publication called Opportunities for Nebraska, focusing on a different topic each year. The publication is produced in hard copy and also is available online at www.sdn.unl.edu.

The content for each publication is produced by UNL students enrolled in a Magazine Writing course each spring semester, taught by the SDN coordinator. Students conduct interviews with UNL researchers and write stories for inclusion in the publication. The interviews are captured on video and are edited into video montages, …

Our History: Illinois Mathematics And Science Academy, Illinois Mathematics And Science Academy

IMSA History

The internationally recognized Illinois Mathematics and Science Academy (IMSA) develops creative, ethical leaders in science, technology, engineering and mathematics. As a teaching and learning laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students (grades 10-12) in its advanced, residential college preparatory program, and it serves thousands of educators and students in Illinois and beyond through innovative instructional programs that foster imagination and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic partnerships.

Technology Follows Technique: Refocusing The Observational Lens, Anton Brinckwirth, Elizabeth M. Kissling, Kathryn Murphy-Judy, Carlos Valencia

Latin American, Latino and Iberian Studies Faculty Publications

Digital video is being applied to teacher training, development, and evaluation. This chapter evokes theories and practices of performance observation and improvement. It demonstrates facilitative media used in the design and implementation of a current interinstitutional project by the authors. Simultaneously, the implications of teaching evaluation techniques caught in the lens of digital observation technologies lead to considerations of their personal and social impact on the field of world language teacher training and professional development in the 21st Century. A more communal and non-hierarchical approach, called peer coaching, is advanced with a value-added digital video and e-community twist.

Nsu Graduate Education Online Earn A Certificate In Computer Applications In Education (Cae) 1999, Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.