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Papers by Elizabeth Wargo
Proceedings of the 2023 AERA Annual Meeting
Leadership and Policy in Schools
Proceedings of the 2022 AERA Annual Meeting
Proceedings of the 2021 AERA Annual Meeting
Proceedings of the 2020 AERA Annual Meeting
Proceedings of the 2019 AERA Annual Meeting
Educational Considerations
Journal of Research on Technology in Education, 2020
Even in the most remote U.S. rural contexts today technology is a part of schooling. This article... more Even in the most remote U.S. rural contexts today technology is a part of schooling. This article explores stakeholders' perceptions of educational technology as it relates to schooling in six rural districts in the state of Idaho. Stakeholder descriptions were collected using sondeo style focus groups with seven specific groups (students, parents, teachers, support staff, community members, principals, boards, and superintendents) in each district (n ¼ 42). Stakeholders believe the educational technology in their schooling environments is both necessary and welcome in their districts; however, their assessments indicated that despite a decades-long policy push aimed at increasing educational equity, augmenting schooling facilities with technology presents complex resourcing challenges. The conclusion explores how different experiences and conceptualizations of context shape individuals' understanding and implementation of educational technology. We argue that a more contextualized view of technology-oriented change is needed. One that better positions rural place as something to be protected (as opposed to overcome) in order to leverage the best of both what technology and place have to offer in changing rural communities.
Leadership and Policy in Schools, 2019
ABSTRACTThis study of rural stakeholders’ perspectives related to college and career readiness ex... more ABSTRACTThis study of rural stakeholders’ perspectives related to college and career readiness exposes a nuanced dynamic that extends beyond pragmatic concerns for preparing rural students for the ...
Journal of Cases in Educational Leadership, 2019
This case provides opportunities for school leaders, including coaches, to examine ways to lead l... more This case provides opportunities for school leaders, including coaches, to examine ways to lead learning and build teacher capacity. Told from the perspective of a newly hired elementary instructional coach in a suburban district experiencing rapid growth, the intent of this case study is to explore how leaders and coaches can work together to develop collaborative learning experiences that cultivate reflection and professional growth among all teachers. In addition, school leaders using this case should examine the conditions and resources necessary to build strong professional communities that maximize student learning.
JRRE is associated with the Center on Rural Education and Communities at Penn State, and is a pub... more JRRE is associated with the Center on Rural Education and Communities at Penn State, and is a publication of Penn State Libraries Open Publishing. term collaborations between researchers and practitioners to address persistent problems of practice (Coburn et al., 2013). In addition, other studies document the potential for these arrangements to provide sustained improvement of student outcomes (e.g., Anderson & Shattuck, 2012), curriculum implementation (e.g., Fishman et al., 2003), trust development (e.g., Chhuon et al., 2007), and effects on teaching and assessment practices (e.g., Yarnall et al., 2006). Alongside these promising findings is an emerging body of research showcasing the work of research-practice partnerships (RPP) as significantly different from the traditional work of both researchers and practitioners (Fishman et al., 2013). Such change presents the need to better understand the process of how researchers and practitioners work together in these arrangements (Coburn
Journal for the Study of Postsecondary and Tertiary Education, 2020
Aim/Purpose: This essay highlights how the way educational places and spaces are imagined impacts... more Aim/Purpose: This essay highlights how the way educational places and spaces are imagined impacts higher education research, policy, and practice. Background: Drawing on the rapid transition to online education in light of the COVID-19 pandemic, dichotomous thinking about education space is problematized by examining how the physical (e.g., the lecture hall) is intertwined with the digital (e.g., an online course shell). Methodology: Conceptual essay Contribution: I illustrate how shifting towards conceptualizing higher education as an intertwined environment, that which is a blended mix of the physical and the digital is a more robust construct that can better assist researchers, policymakers, and practitioners. Findings: Dichotomous— online or on campus—thinking masks issues of equity and justice deserving of higher education leadership research, policy, and practice in need of attention, which COVID-19 has brought to light. Recommendations for Practitioners: By embracing an inter...
Look around; how many individuals do you see looking at a screen? The number of connected devices... more Look around; how many individuals do you see looking at a screen? The number of connected devices now outnumbers people on earth (Earle, 2015; Evans, 2011; International Telecommunications Union [ITU], 2013). Technologies that connect are everywhere, and the volume and velocity of growth in one's connected life today is startling. According to Overbye (2012), information "tumbles faster and faster through bigger and bigger computers down to everybody's fingertips, which are holding devices with more processing power than the Apollo mission control" (para. 3). Such technological advancements have led us to a new reality referred to as hyperconnectivity (Fredette, Marom, Steinert, Witters & Lucent, 2012). Educational reform efforts are at the center of interpreting and successfully transitioning to a hyperconnected, knowledge-based society (Friedman & Mandelbaum, 2011;
The Rural Educator
This piece offers a systematic review of rural (P-12) education technology literature. Drawing up... more This piece offers a systematic review of rural (P-12) education technology literature. Drawing upon a social change frame (Ogburn, 1922), current rural education technology research within the subfield is collected, examined, and synthesized. Findings explicate that methodological diversity is a strength; however, some populations (e.g., middle school teachers) have thicker coverage than others (e.g., high school students). Additionally, many studies lean on rhetorical structures about what could and should be happening in rural schools, rarely delving into the how’s and whys associated with actual technology use in rural contexts. The piece concludes with a call for scholarship which assists in shifting power structures to support rural schools in their efforts to work with technology for the betterment of rural students and communities in place.
Proceedings of the 2023 AERA Annual Meeting
Leadership and Policy in Schools
Proceedings of the 2022 AERA Annual Meeting
Proceedings of the 2021 AERA Annual Meeting
Proceedings of the 2020 AERA Annual Meeting
Proceedings of the 2019 AERA Annual Meeting
Educational Considerations
Journal of Research on Technology in Education, 2020
Even in the most remote U.S. rural contexts today technology is a part of schooling. This article... more Even in the most remote U.S. rural contexts today technology is a part of schooling. This article explores stakeholders' perceptions of educational technology as it relates to schooling in six rural districts in the state of Idaho. Stakeholder descriptions were collected using sondeo style focus groups with seven specific groups (students, parents, teachers, support staff, community members, principals, boards, and superintendents) in each district (n ¼ 42). Stakeholders believe the educational technology in their schooling environments is both necessary and welcome in their districts; however, their assessments indicated that despite a decades-long policy push aimed at increasing educational equity, augmenting schooling facilities with technology presents complex resourcing challenges. The conclusion explores how different experiences and conceptualizations of context shape individuals' understanding and implementation of educational technology. We argue that a more contextualized view of technology-oriented change is needed. One that better positions rural place as something to be protected (as opposed to overcome) in order to leverage the best of both what technology and place have to offer in changing rural communities.
Leadership and Policy in Schools, 2019
ABSTRACTThis study of rural stakeholders’ perspectives related to college and career readiness ex... more ABSTRACTThis study of rural stakeholders’ perspectives related to college and career readiness exposes a nuanced dynamic that extends beyond pragmatic concerns for preparing rural students for the ...
Journal of Cases in Educational Leadership, 2019
This case provides opportunities for school leaders, including coaches, to examine ways to lead l... more This case provides opportunities for school leaders, including coaches, to examine ways to lead learning and build teacher capacity. Told from the perspective of a newly hired elementary instructional coach in a suburban district experiencing rapid growth, the intent of this case study is to explore how leaders and coaches can work together to develop collaborative learning experiences that cultivate reflection and professional growth among all teachers. In addition, school leaders using this case should examine the conditions and resources necessary to build strong professional communities that maximize student learning.
JRRE is associated with the Center on Rural Education and Communities at Penn State, and is a pub... more JRRE is associated with the Center on Rural Education and Communities at Penn State, and is a publication of Penn State Libraries Open Publishing. term collaborations between researchers and practitioners to address persistent problems of practice (Coburn et al., 2013). In addition, other studies document the potential for these arrangements to provide sustained improvement of student outcomes (e.g., Anderson & Shattuck, 2012), curriculum implementation (e.g., Fishman et al., 2003), trust development (e.g., Chhuon et al., 2007), and effects on teaching and assessment practices (e.g., Yarnall et al., 2006). Alongside these promising findings is an emerging body of research showcasing the work of research-practice partnerships (RPP) as significantly different from the traditional work of both researchers and practitioners (Fishman et al., 2013). Such change presents the need to better understand the process of how researchers and practitioners work together in these arrangements (Coburn
Journal for the Study of Postsecondary and Tertiary Education, 2020
Aim/Purpose: This essay highlights how the way educational places and spaces are imagined impacts... more Aim/Purpose: This essay highlights how the way educational places and spaces are imagined impacts higher education research, policy, and practice. Background: Drawing on the rapid transition to online education in light of the COVID-19 pandemic, dichotomous thinking about education space is problematized by examining how the physical (e.g., the lecture hall) is intertwined with the digital (e.g., an online course shell). Methodology: Conceptual essay Contribution: I illustrate how shifting towards conceptualizing higher education as an intertwined environment, that which is a blended mix of the physical and the digital is a more robust construct that can better assist researchers, policymakers, and practitioners. Findings: Dichotomous— online or on campus—thinking masks issues of equity and justice deserving of higher education leadership research, policy, and practice in need of attention, which COVID-19 has brought to light. Recommendations for Practitioners: By embracing an inter...
Look around; how many individuals do you see looking at a screen? The number of connected devices... more Look around; how many individuals do you see looking at a screen? The number of connected devices now outnumbers people on earth (Earle, 2015; Evans, 2011; International Telecommunications Union [ITU], 2013). Technologies that connect are everywhere, and the volume and velocity of growth in one's connected life today is startling. According to Overbye (2012), information "tumbles faster and faster through bigger and bigger computers down to everybody's fingertips, which are holding devices with more processing power than the Apollo mission control" (para. 3). Such technological advancements have led us to a new reality referred to as hyperconnectivity (Fredette, Marom, Steinert, Witters & Lucent, 2012). Educational reform efforts are at the center of interpreting and successfully transitioning to a hyperconnected, knowledge-based society (Friedman & Mandelbaum, 2011;
The Rural Educator
This piece offers a systematic review of rural (P-12) education technology literature. Drawing up... more This piece offers a systematic review of rural (P-12) education technology literature. Drawing upon a social change frame (Ogburn, 1922), current rural education technology research within the subfield is collected, examined, and synthesized. Findings explicate that methodological diversity is a strength; however, some populations (e.g., middle school teachers) have thicker coverage than others (e.g., high school students). Additionally, many studies lean on rhetorical structures about what could and should be happening in rural schools, rarely delving into the how’s and whys associated with actual technology use in rural contexts. The piece concludes with a call for scholarship which assists in shifting power structures to support rural schools in their efforts to work with technology for the betterment of rural students and communities in place.