Cathy Cavanaugh | University of Florida (original) (raw)

Articles by Cathy Cavanaugh

This qualitative evaluation explored how female undergraduate students developed an understanding... more This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, constructive, intentional, and authentic—and applied activity theory as a framework for interpreting outcomes. The study included multi-faceted examination of student perceptions of the effects of the year-long experience that culminated in a ten day trip to Tanzania, including a climb to the summit of Mount Kilimanjaro. Students' reflections on the impacts of the trip focused on wanting, doing, reflecting, and relating. Thus, the experience catalyzed change in students' understanding of the world that strongly indicate a meaningful learning experience.

This essay is a call for rethinking our approach to research in digital learning. It plots a path... more This essay is a call for rethinking our approach to research in digital learning. It plots a path founded in social trends and advances in education. A brief review of these trends and advances is followed by discussion of what flattened research might look like at scale. Scaling research in digital learning is crucial to advancing understanding as digital learning quickly becomes mainstream (Watson, Pape, Murin, Gemin, & Vashaw, 2014) and as learning environments and pedagogies shift rapidly. Educators and leaders need more current and detailed insights into effective practice as education becomes more personalized (Kennedy, Freidhoff, & DeBruler, 2014).

This paper describes a study of success factors in the introductory semester of liberal studies b... more This paper describes a study of success factors in the introductory semester of liberal studies blended courses offered at the Bachelor of Science level. The influence of student participation in the online course environment was examined, as measured by the number of times students logged into the learning management system (LMS) and average session length. These measures were correlated with final course grades to increase understanding of the participation patterns of successful students. The resulting patterns and their implications are identified. We observe that students with an intermediate number of logins and average session length tended to exhibit the optimal level of course performance with students who logged in near the low or high amount of times tending to receive lower grades.

Education and Information Technologies , Mar 10, 2014

This faculty development case study focuses on a team of 16 General Education faculty at an urban... more This faculty development case study focuses on a team of 16 General Education faculty at an urban women’s college during the initial 6 months of the college’s comprehensive implementation of an iPad teaching and learning environment. This article traces the effectiveness of an iPad professional development program through analyses of critical feedback, and makes recommendations for learner-centered faculty development for iPads in Higher Education. We present our conceptual framework, guiding principles and iPad professional development program. The effects of the program were measured using thematic and content analysis of post-session interviews, participant observation, one-to-one interviews and an online discussion forum. The predominant themes were anxiety, having individual needs considered, time considerations, and fundamental questions about expectations in the mobile learning environment. The key recommendation are to attend to collaborative planning, intervention, facilitating authentic professional learning communities and timing of faculty development that is intended to result in integration of new learning tools and environments.

Journal of Transformative Learning, v2n1, 2013

To expand experiential learning in career-preparation college degree programs, the college system... more To expand experiential learning in career-preparation college degree programs, the college system in the United Arab Emirates launched a Learn by Doing (LbD) initiative to amplify experiential learning. This article describes a campus LbD faculty development program and outcomes at the start of the initiative. Faculty shared LbD approaches in a community event and documented integration of new approaches into course designs. Their LbD approaches were reviewed using Newmann’s rubrics for authentic instruction as an indicator of the levels of higher order thinking, connection to the world beyond the classroom, and depth of knowledge present in the newly adopted activities

Journal of Special Education Technology 28(1). 1-8. , 2013

American Journal of Distance Education. 27: 4-15., 2013

American Journal of Distance Education. 27:56-67., 2013

Journal of Teaching and Learning with Technology 1(2), 1-12. , 2013

Turkish Online Journal of Distance Education 14(2), 22-34. , 2013

Journal of Innovation in Higher Education 39(1). , 2014

Library Media Connection, Jan 1, 2005

The misconceptions of students who are inspired and confused by the films and television program ... more The misconceptions of students who are inspired and confused by the films and television program they see are presented. However, there are some good opportunities to engage students and encourage greater understanding and interest. ... Help ERIC expand online access to documents currently available only on microfiche. Learn more about our efforts.

This article summarizes a quantitative synthesis of studies of the effectiveness of interactive d... more This article summarizes a quantitative synthesis of studies of
the effectiveness of interactive distance education using videoconferencing
and telecommunications for K-12 academic
achievement. Effect sizes for 19 experimental and quasi-experimental
studies including 929 student participants were
analyzed across sample characteristics, study methods, learning
environment, learner attributes, and technological characteristics.
The overall mean effect size was 0.147, a small
positive effect in favor of distance education. Effect sizes
were more positive for interactive distance education programs
that combine an individualized approach with traditional
classroom instruction. Programs including instruction
delivered through telecommunications, enhancement of
classroom learning, short duration, and small groups yielded
larger effect sizes than programs using videoconferencing,
primary instruction through distance, long duration, and
large groups. Studies of distance education for all academic
content areas except foreign language resulted in positive effect
sizes. This synthesis supports the use of interactive distance
education to complement, enhance, and expand education
options because distance education can be expected to
result in achievement at least comparable to traditional instruction
in most academic circumstances.

Education and Information Technologies , Mar 10, 2014

Journal of Transformative Learning, v2n1, 2013

Journal of Special Education Technology 28(1). 1-8. , 2013

American Journal of Distance Education. 27: 4-15., 2013

American Journal of Distance Education. 27:56-67., 2013

Journal of Teaching and Learning with Technology 1(2), 1-12. , 2013

Turkish Online Journal of Distance Education 14(2), 22-34. , 2013

Journal of Innovation in Higher Education 39(1). , 2014

Library Media Connection, Jan 1, 2005

The Journal of Technology and Teacher Education, 2020

Beginning in February and March of 2020, school closures impacted at least 90% of the world’s pop... more Beginning in February and March of 2020, school closures impacted at least 90% of the world’s population of students, according to UNESCO estimates. As educators swiftly shifted to teaching online, they sought information to guide their initial planning and teaching in new environments with new tools. Analysis of educators’ search terms and their use of support content during this period indicates the needs felt by educators globally and informs content and professional development support for preservice educators. The authors compared the volume of searches, frequency of search terms, and patterns of content use during this period to the previous year by educators using an education support website. Results show that site use multiplied six times in volume, use of video increased by 30 times, and among the search terms and content topics used during and prior to this period, focus narrowed to digital and distance learning. Implications of these findings are that professional develo...

Mobile devices have been the focus of a push in many nations and internationally as part of effor... more Mobile devices have been the focus of a push in many nations and internationally as part of efforts to achieve greater literacy and numeracy among students. Research has shown a strong link between Internet usage, the spread of broadband in a country, and its GDP. Those countries that are the highest performing educationally already integrate mobile devices in their education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also clear that the pedagogy needed to be successful in creating positive outcomes in the use of technology has to be student-centered with the aim of personalizing the learning experience. Research found that students could become collaborators in designing their own learning process. As students become independent learners, they become more prepared in the skills needed for college and in their careers.

Choice Reviews Online, 2008

The International Review of Research in Open and Distributed Learning, 2011

The community of inquiry (CoI) framework has commonly been used to study teaching and learning in... more The community of inquiry (CoI) framework has commonly been used to study teaching and learning in online courses (Garrison, Anderson, & Archer 2000). This paper describes the implementation of the CoI framework in a cohort-based online EdD program, where teaching presence and cognitive presence were easier to foster than social presence. Based on the results of an initial evaluation, suggestions are made to expand the components of the CoI framework when using it at a program level. Lessons learned from the implementation are also shared to assist others wishing to apply the CoI framework to online graduate programs.

Issues and Trends

Using the theoretical framework of “craft” highlighted by Richard Sennett (2008) in The Craftsman... more Using the theoretical framework of “craft” highlighted by Richard Sennett (2008) in The Craftsman, this chapter focuses on constructionism and the implications of project-based learning in an undergraduatelevel pre-service teachers’ technology integration course. The chapter evaluates an approach to teaching undergraduate pre-service teachers to teach children to use constructionist technology tools, including Web 2.0 technologies – wikis, blogs, podcasts, etc. Data were collected and analyzed to document preservice teachers’ experiences with these tools as well as to gauge their level of confidence in teaching with the technology in their future classrooms. Data collected included pre-post concept maps, pre-post preinternship interviews, and learning artifacts. Analyses show an increase in pre-service teachers’ complexity of knowledge and awareness of Web 2.0 tools and skills, and a moderate impact on their beliefs about student constructionism in their future classrooms.

Concepts, Methodologies, Tools, and Applications

This paper describes the effect of teacher comments, students’ demographic information and utiliz... more This paper describes the effect of teacher comments, students’ demographic information and utilization of learning management system (LMS) on student academic performance in a K-12 virtual learning environment. Students who completed Biology courses in a state virtual school in the Midwestern U.S region during 2007-08 and took the end of course test participated in this study. The hierarchical linear modeling (HLM) technique was employed for data analysis. The results show these factors can influence student academic performance in Biology courses in different ways. The implications for teaching were addressed. Further research is proposed based on the results and limitations.

The middle school years are a pivotal academic and social transition period that sets the stage f... more The middle school years are a pivotal academic and social transition period that sets the stage for future educational success. Differentiated and personalized learning support middle school success across the spectrum of student abilities. Online courses are well-suited for meeting individual needs at the middle school level when they incorporate flexible timelines and interaction among students and teachers.

Journal of Teacher Education, 2012

Enrollment in K-12 online learning is growing at an exponential rate throughout the United States... more Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, Alabama, New Mexico, and Idaho have passed legislative measures requiring K-12 students to complete at least one online learning experience by the time they graduate high school. Because of this growth, 21st century educators need to be prepared to teach online. This study shares the results of a national survey targeting teacher education programs’ efforts to help prepare preservice teachers for K-12 online learning. Data show that only 1.3% of responding teacher education programs are addressing this need via field experiences in virtual schools. Implications for policy and practice in the field of teacher education are examined.

Journal of Educational Computing Research, 2011

This article examines how laptop computing technology, teacher professional development, and syst... more This article examines how laptop computing technology, teacher professional development, and systematic support resulted in changed teaching practices and increased student achievement in 47 K-12 schools in 11 Florida school districts. The overview of a large-scale study documents the type and magnitude of change in student-centered teaching, technology tool-based teaching, and student learning that were observed in 440 classrooms over the course of a school year. By employing multiple observations in all schools, document analysis, interviews, and teacher inquiry, an account of the conditions, processes, and consequences (Hall, 1995) of laptop computing was generated. Based on the analysis of data, laptop computing had a positive impact across districts, particularly in regard to changes in teaching practices. Increases in student achievement were also demonstrated across districts. This study calls attention to systemic issues associated with successful laptop implementation and p...

Journal of Educational Computing Research, 2012

The purpose of this research was to examine the effects of teachers' characteristics, school ... more The purpose of this research was to examine the effects of teachers' characteristics, school characteristics, and contextual characteristics on classroom technology integration and teacher use of technology as mediators of student use of technology. A research-based path model was designed and tested based on data gathered from 732 teachers from 17 school districts and 107 different schools in the state of Florida. Results show that a teacher's level of education and experience teaching with technology positively and significantly influence his/her use of technology. Teacher use of technology strongly and positively explains classroom technology integration and student use of technology. Further, how a teacher integrates technology into the classroom explains how frequently students use technology in a school setting. The findings provided significant evidence that the path model is useful in explaining factors affecting student use of technology and the relationships among ...

Journal of Educational Administration, 2013

PurposeThis paper aims to describe a construct validation study of the Change Facilitator Style Q... more PurposeThis paper aims to describe a construct validation study of the Change Facilitator Style Questionnaire (CFSQ), an instrument designed to measure the leadership style of school principals as change facilitators.Design/methodology/approachParticipants included 614 K‐12 teachers across the state of Florida involved in the Enhancing Education Through Technology competitive grant program. Teachers completed the CFSQ to assess their overall perceptions of their principals in supporting a technology integration initiative. Confirmatory factor analysis (CFA) was employed and carried out to verify the instrument factor structure. Five models were developed based on theory and practice, and were tested using CFA.FindingsThe results showed the evidence of the CFSQ's reliability and validity.Research limitations/implicationsFurther research was recommended based on the results and limitations of this study.Originality/valueLittle research has connected principal style to classroom te...

British Journal of Educational Technology, 2006

EJ554226 - Educational Applications for Digital Cameras.

International Journal of Educational …, 1998

American Journal of Distance Education, 2013

The International Association for K-12 Online Learning (iNACOL) is committed to providing each an... more The International Association for K-12 Online Learning (iNACOL) is committed to providing each and every student with access to a world-class education, regardless of geography or economy. As the global workforce becomes more competitive, students in the United States require higher and deeper learning skills. We have a moral imperative to offer more effective, new learning models to help students achieve their goals by offering first-class educational opportunities to develop both the knowledge and 21st century skills that will prepare them for a successful future in college, careers and life.

This book serves to provide in-depth case studies of blended learning programs from the perspective of experts and pioneering leaders in the field today.

The chapters have been collected to share lessons and stories from the experiences of those leading the development of new learning models using blended learning across the nation. From the start, Lessons Learned from Blended Programs: Experiences and Recommendations from the Field, helps to establish a framework for evaluating and understanding the blended learning field, from developing individual schools to working with entire districts to create new blended learning pathways for students in an increasingly digital world.

Foreword Virtual schools are a vibrant movement in education reform—extending the possibilities ... more Foreword
Virtual schools are a vibrant movement in education reform—extending the possibilities of learning beyond time and space constraints, and opening access for all students to a world-class education. Across all fifty states, there are students taking online courses in 82 percent of K–12 school districts.

Online learning is expanding access to courses in K–12 education and providing a new network of highly qualified teachers to students in underserved communities. Online learning has numerous benefits, including expanding course offerings, offering customized and personalized learning, giving students a second chance to master a subject when they have struggled, and providing a rigorous, interactive learning model for schools that is data-rich.

Lessons Learned from Virtual Schools: Experiences and Recommendations from the Field is important because it shows the dynamic models, progress, and pitfalls from the perspective of many of the state virtual schools and pioneers in virtual learning. As shown in this book, no two programs are alike. There is complexity and uniqueness in what these virtual schools do, how they do it, and the stages of growth and progress they have experienced. Lessons Learned from Virtual Schools seeks to inform others about the existing opportunities, challenges, problems, and solutions across supplemental programs and virtual schools.

Virtual schools are emerging as a powerful force for designing new educational experiences and changing the notion of what is possible. Virtual schools offer a glimpse into the future through new models for digital curriculum, performance-based assessment, and technology platforms—and serve an important function while shedding light on early and emerging transformations in next generation learning.

We are grateful to the authors of this book for sharing their pathway—their vision, 20/20 hindsight on lessons learned, identification of crossroads, and willingness to walk us down their "road less traveled"—to motivate us to make a difference.

Online and blended learning is a disruptive innovation that is powerful—and for kids, learning online comes naturally. It is time to empower students with next generation learning and to realize that the revolution in digital education is underway. Thanks to the pioneers who are leading the way and for dedicating their professional lives to enhancing student-centered approaches in virtual schools across the country.

Susan Patrick is the president and CEO for the International Association for K–12 Online Learning (iNACOL). iNACOL's mission is to strive to ensure all students have access to a world-class education and quality online learning opportunities that prepare them for a lifetime of success.

A new form of distance learning, online learning is education in which instruction and content co... more A new form of distance learning, online learning is education in which instruction and content comprising a formal course of study are delivered primarily via the Internet. K–12 enrollments in online courses continue to grow, and while there is great potential in the virtual schools movement, there are many challenges inherent in this relatively new method of education delivery.
What Works in K–12 Online Learning provides a comprehensive overview of effective online teaching and learning practices. Based on extensive experience and research, chapters cover a full spectrum of topics including virtual course development, online learning in elementary classrooms, instructional assessment and differentiating online instruction, professional development for teachers of virtual courses, and the challenges that virtual schools will face in the future.
Features
A complete introduction to virtual courses
Chapters addressing literacy/language, mathematics, social studies, physical education, and differentiated instruction
An overview of professional development for online teachers
Product Reviews:
"Highly recommended." —Choice Magazine

Would you like to visit real classrooms where teachers are using technology to improve learning f... more Would you like to visit real classrooms where teachers are using technology to improve learning for students across grade levels and content areas? Welcome to Clips from the Classroom: Learning with Technology Activity Guide and DVD!

Here, we offer you classroom-based video that vividly illustrates the effective use of technology to support and shape learning in the classroom. View the videos and work through the activity guide as you learn to reflect on the content to gain an understanding of how to effectively integrate technology into your future classrooms.

Virtual schools are a result of widespread changes in knowledge about learning, in available tech... more Virtual schools are a result of widespread changes in knowledge about learning, in available technology and in society. Virtual schooling is growing in popularity and will continue to attract students because of the benefits it offers over traditional schooling. Stakeholders in virtual schools need information to guide their decisions. For the foreseeable future, virtual schools will continue to meet diverse student needs, and to evolve in response to further change. Development and Management of Virtual Schools: Issues and Trends brings together knowledge of virtual schools as a reference for scholars and other groups involved in virtual schools. The chapters review best practice from concept and development, through implementation and evaluation.

Use an interactive approach to keep students engaged and excited about learning science with 25 t... more Use an interactive approach to keep students engaged and excited about learning science with 25 teaching modules that cover ten major science areas.
• One-of-a-kind tool that covers all areas of science with films
• Make learning fun while meeting science and information literacy standards

Objectives. The purpose of this presentation is to highlight best practice in the design and use ... more Objectives. The purpose of this presentation is to highlight best practice in the design and use of virtual school data systems to inform practice. The outcomes and implications reported in this presentation are based on a two-year state virtual school evaluation process.

A one-year statewide research initiative focused on effective integration of learning resources i... more A one-year statewide research initiative focused on effective integration of learning resources including laptop computers in K-12 classrooms. To document changes in student ability to create digital content and teachers’ technology integration strategies, the research involved development of online systems. Lesson plans submitted to the online system were assessed for their level of technology adoption and attributes of meaningful learning using rubrics. Student digital artifacts were assessed using a rubric for attributes of authentic instruction. Pre-post comparisons provided insight into the nature of technology integration in the classrooms as well as the changes in the teachers’ integration practices. Pre-post comparisons demonstrated the attributes of authentic pedagogy evident in the students’ work and the changes in the depth of their work.

This paper describes a study of success factors in Biology courses in K-12 virtual learning envir... more This paper describes a study of success factors in Biology courses in K-12 virtual learning environment. Students completed Biology courses during 2007-2008 in a state virtual school in the Midwestern U.S region participated in this study. The influence of student demographic information and learning management system (LMS) utilization on final score in the tests administered at the end of learning process was investigated. Hierarchical linear modeling (HLM) method was used for data analysis to account for the clustering of students' final scores within the same school. The results show these success factors influence final score in different ways. The discussion of the findings addresses the implications for teaching. Further research is proposed based on the results and limitations of this study.

The “Leveraging Laptops through the Florida Digital Educator Program” (FDE) aimed to increase stu... more The “Leveraging Laptops through the Florida Digital Educator Program” (FDE) aimed to increase student achievement via integration of technology. The FDE initiative involved 559 teachers in 73 K-12 schools in 16 districts. Of the 559 teachers, nearly 35% completed at least one action research inquiry designed to assess the ways in which their technology use impacted student achievement. The purpose of presentation is threefold. First, we will overview the development of the online data collection tool. Second, we will share aggregated results from the action research inquiries. Third, we will discuss the implications of this work for our field and ways in which it may be extended to help us further understand how technology impacts students in classrooms.

We share how we used Shulman's three dimensions of signature pedagogy to design a blended profess... more We share how we used Shulman's three dimensions of signature pedagogy to design a blended professional practice doctoral degree in Educational Technology. The presentation includes data related to programmatic development, student interest and enrollment, student learning, programmatic impact and recommendations for others interested in designing blended professional practice doctoral programs.

The Great Ideas format is intriguing to us because it necessitates presenting a complex topic via a minimal time (and slides). We believe this is the direction conferences need to go to remain viable in the future because attendees are more interested in interacting than they are in passively listening to presentations. As such, we will align our three multimedia slides with the objectives listed above.Slide One (Background and describing how Shulman's signature pedagogies are applied in a blended professional practice doctoral degree for educational technologists). Since 2007, we have been engaged with colleagues participating in The Carnegie Project on the Education Doctorate, a comprehensive effort to critically examine doctoral degrees leading to careers in professional practice (Perry & Imig, 2008). In Fall 2008 we enrolled our first cohort in a blended professional practice degree for educational technologists modeled after work from the Carnegie initiative. Currently, we have over 400 students who have expressed interest in our next cohort that will begin Fall 2010.Our program was conceptualized using Shulman's dimensions of signature pedagogies (2005). This slide will include a visual representation of our program and the ways in which signature pedagogies are supported throughout. We will begin by defining these pedagogies and then describe how we operationalize them in our program.Slide Two (Present data related to programmatic development, student interest and enrollment and programmatic impact). This slide will include a visual representation of data collected on our program to date. Data comes from surveys, interviews, document analysis, data logs and observations.Slide Three (Provide recommendations for others interested in designing blended professional practice doctoral programs). We will share recommendations for others based on what we have learned through our research and experiences and engage participants in a discussion we hope will continue after the session.

To truly understand K-12 online and blended learning research, you have to dig deeper into the co... more To truly understand K-12 online and blended learning research, you have to dig deeper
into the components that make up K-12 online and blended learning. In other words, there are so
many variations in design, instruction, facilitation, purpose, and content, no single study will
answer everything we need to know about K-12 online learning. It is more important to explore
the components and the research surrounding those components.
In addition to digging deeper, there are at least five key areas that any K-12 online and
blended learning educator should consider. They include: 1) asking the right question; 2)
answering the critics; 3) appreciating the complexity; 4) understanding resources; and 5)
exploring current research.

Every teacher constructs a unique learning environment for students. Cathy Cavanaugh explores how... more Every teacher constructs a unique learning environment for students. Cathy Cavanaugh explores how today's teachers are successfully blending physical and virtual spaces in ways never before possible.

This education transformation research synthesis focuses on the year encompassing planning and in... more This education transformation research synthesis focuses on the year encompassing planning and initial implementation of a mobile learning ecosystem throughout a country's higher education system, examined through the lens of organizational congruence as the theory underpinning digital transformation. In the United Arab Emirates, tablets were provided to students and instructors along with digital curriculum. Pedagogy, rather than technology, guided the implementation with a goal of increasing student centered active engaged learning. The case study focused on the experiences of students in blended courses, faculty instructors, and faculty leaders using a holistic data strategy. Findings illuminate adoption and integration of new learning environments.

In many nations, e-learning for elementary and secondary students is seen as a solution to severa... more In many nations, e-learning for elementary and secondary students is seen as a solution to
several educational problems, including crowded schools, shortages of secondary courses needed
by remedial or accelerated students, lack of access to qualified teachers in a local school, and
students who need to learn at a pace or in a place different from a school classroom. A
fundamental challenge in this relatively new educational field is building upon successful
practice and research. This chapter seeks to address this need for guidance from prior research
and practice through application to the case of one of the world’s least developed countries,
Nepal.

In M. Moore (ed.) Handbook of Distance Education, 3rd edition., 2013

In L. Archambault & K. Kennedy (Eds.), Lessons Learned in Teacher Mentoring: Supporting Educators in K-12 Online Learning Environments., 2012

A blended learning ecosystem that is built purposely around students with mobile technology incre... more A blended learning ecosystem that is built purposely around students with mobile technology increases the roles and importance of the instructor who iteratively designs the learning experience from a very wide and continually shifting array of possibilities. Thus, in the UAE’s iPadified new learning ecosystem, the learner and instructor are central, supported by the technology, for learning with evolving content and materials. Success in this ecosystem is built on effective use of the technology as a customized cognitive toolbox. This article aligns the six components of cognitive tools with affordances of the UAE iPad program as it is currently operationalized in the Higher Colleges of Technology (HCT). In its initial planning and implementation stages, the HCT’s iPad program incorporated the six components to varying extents. HCT and the colleges have made rapid progress in the first four components of the cognitive tools benefits path, with further development needed in the final two components. It is likely that adoption of the iPad program into all departments will further this development, as will adoption of iPads among all faculty members. In addition, feedback from the early days of the iPad program will guide HCT’s framework and ubiquitous use of mobile technology as the cognitive tools students need for professional success. Development of specific feedback and data systems that look closely at what instructors and students do will propel the effectiveness of the iPad program.

Action research is recognized as a powerful tool for professional development and teacher prepara... more Action research is recognized as a powerful tool for professional development and teacher preparation (Cochran-Smith & Lytle, 2009; Zeichner, 2003) and teachers require powerful professional development to effectively integrate technology (Hew & Brush, 2007). ARTI (Action Research for Technology Integration) is an online tool designed to support the merger of action research and technology integration. This chapter provides an introduction to ARTI followed by a discussion of its theoretical foundations. Next, the conceptual design of ARTI is described in terms of the three main purposes for its development which are to provide: (1) an online scaffold for teachers to inquire about their technology integration practices, (2) a mechanism to synthesize action research information from multiple teachers, and (3) a mechanism to capture evidence of student learning within technology integration inquiries. Finally, examples of ARTI implementation, implications and future possibilities for the tool in teacher preparation are discussed.

Today’s students are faced with the challenge of utilizing technology to support not only their p... more Today’s students are faced with the challenge of utilizing technology to support not only their personal lives, but also their academic careers.
Technology Implementation and Teacher Education: Reflective Models provides teachers with the resources needed to address this challenge and develop new methodologies for addressing technology in practice. With chapters focusing on online and blended learning, subject-specific teacher education and social and affective issues, this reference provides a comprehensive, international perspective on the role of technology in shaping educational practices.

Abstract: This chapter discusses the results of a qualitative study that took place in a large vi... more Abstract: This chapter discusses the results of a qualitative study that took place in a large virtual school (VS) in the Southeastern United States. The purpose of the research was to explore behavior modeling and its role in virtual schools. Eleven participants took part in this study including two administrators, four experienced teachers, four recently-hired teachers, and one pre-service teacher. Each participant engaged in one, 30 to 60 minute-long, semi-structured interview. Interviews were then coded and analyzed using domain analysis (Hatch 2002). Results show how VS administration and staff model desired behaviors; their behaviors are then learned and exhibited by the VS teachers; and finally, the students benefit from the behaviors in regard to effective and efficient communication, student-centered and relevant individualization, and timely, sincere support. Implications for practice in both professional development and teacher education are shared as well as future suggestions for research.

Abstract: This paper examines using a shared student-generated and interactive map displaying the... more Abstract: This paper examines using a shared student-generated and interactive map displaying the locations of students in an online course as a resource for community building. Facilitating stronger feelings of community is an important component for retention, student satisfaction, and learning outcomes in an online course. Rovai’s Classroom Community Scale was adapted to create a survey consisting of Likert questions addressing ten elements of community. The study took place in an online asynchronously delivered graduate educational technology course in which the map was used as a graphical form of dialogue in the CMS. The effect of the map was found through the analysis of measures of central tendency to be positive for all ten elements of community. The four most influenced elements were decreased isolation, feeling connected, feelings of community, and relating to each other.

While effective distance education has been practiced and studied for centuries, it has been in j... more While effective distance education has been practiced and studied for centuries, it has been in just the last decade that networked digital technology has been employed. Technologies and teaching techniques continue to evolve, and the options continue to expand, emphasizing the need for information that will assist distance education planners and participants in making decisions that will result in optimal learning experiences.

In augmented reality games, game experiences combining electronic game content take the form of n... more In augmented reality games, game experiences combining electronic game content take the form of narrative materials and game-play elements exchanged through a wide range of communication media that are used in a related physical setting. Educational game developers design these games to maximize transfer of learning through close approximation of the game-scaffolded skills and the game environment to real skills and contexts. The games immerse players in electronic and actual learning situations using features that make them effective learning experiences for fostering meaningful learning. The situated learning experienced by augmented reality game players transfers to deep learning, often in social contexts. Research into the uses of these games as educational platforms has focused on developing the technologies for the games and on studies of games for learning. Results demonstrate the strengths and areas for continued development in the application of augmented reality games for childhood and adult learning in formal and informal settings.

This chapter describes a teacher-education service-learning project which drew upon progressive t... more This chapter describes a teacher-education service-learning project which drew upon progressive teaching theory and practice to develop preservice teachers’ abilities to meet community needs in educational technology. Students in an introductory course in educational technology used technology resources for learning by reconfiguring surplus university computers for local refugee children and their families in order to address the digital divide. Several theoretical frameworks shaped the project’s design: integration and coherence in curriculum design; activity theory; and the nature of meaningful learning as active, constructive, intentional, and authentic. Students broadened their understanding of the challenges of meeting the needs of diverse learners as they increased their own competence in using technology resources. However, their development is only at the earlier stages of a proposed five-stage process by which teachers might become professionals who use educational technology to enable the achievement of all children in a democracy. The chapter closes with suggested criteria by which social justice goals may shape teacher-education experiences.

This chapter is a review of research on teaching and learning online by children in elementary an... more This chapter is a review of research on teaching and learning online by children in elementary and high schools, commonly referred to in the United States as K–12; that is, from kindergarten to high school graduation.