Nooshin Darvishinia | Kansas State University (original) (raw)
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Papers by Nooshin Darvishinia
Zenodo (CERN European Organization for Nuclear Research), Aug 24, 2023
Education and New Developments 2023 – Volume 2
Despite recent prioritization in national politics and economics, rural communities and schools a... more Despite recent prioritization in national politics and economics, rural communities and schools across the United States (US) are still facing an array of challenges. In the US, rural schools are funded less proportionately than and often do not have the resources of suburban and urban schools. In addition, rural schools struggle to recruit and retain teachers in nearly all subject areas. Rural schools are often unable to provide the same academic opportunities as suburban and urban schools, which has compounding effects on all students, whether they want to take advanced placement courses or other specific courses for their chosen career pathways. Furthermore, rural student populations are becoming increasingly diverse and require rural schools to provide new services (e.g., English language learner [ELL] resources, mental health support, internet access) to their community. To better address these challenges the Rural Education Center at Kansas State University has increased their efforts to collaborate with rural schools in addressing their need for resources, teachers, and support. We use the theory of ecological agency to frame ways in which the contextual affordances and challenges of rural educational settings provide distinct opportunities for teacher education programs to innovate teaching and learning in rural schools. Many of the factors that have prevented sustained and authentic engagement with rural schools have been minimized in recent years through technology and increased broadband connectivity in rural contexts. Technology offers a range of opportunities for teacher education programs to engage more authentically with rural schools and provide sustained support through (1) telepresence-based field and student teaching experiences, (2) distance and online-based supervision, and (3) shared virtual and online pedagogies of the rural. To make these innovative engagements more sustainable, the use of technology in rural schools will need to be evolved and supported in new manners to have an impact on the agency of rural teachers to aid their students' learning. In this way, rural can be a lens for technological innovation in teacher education and rural schools.
This study delves into the key issues of representation and accessibility in game development. De... more This study delves into the key issues of representation and accessibility in game development. Despite their societal significance, video games face ongoing criticism for lacking diversity in both the workforce and content, excluding marginalized gamers. This study explores game-based learning (GBL) while emphasizing the importance of accurate representation, particularly in educational settings to enhance engagement and learning outcomes. Our research findings revolve around the perspectives of a professional in the gaming industry and the challenges associated with creating accessible games. By providing actionable insights, it aims to influence regulatory reforms, industry practices, and game creation itself, to foster diversity, representation, and accessibility in the video game industry. In doing so, we seek to promote a more inclusive and equitable future in the educational gaming world.
Despite recent prioritization in national politics and economics, rural communities and schools a... more Despite recent prioritization in national politics and economics, rural communities and schools across the United States (US) are still facing an array of challenges. In the US, rural schools are funded less proportionately than and often do not have the resources of suburban and urban schools. In addition, rural schools struggle to recruit and retain teachers in nearly all subject areas. Rural schools are often unable to provide the same academic opportunities as suburban and urban schools, which has compounding effects on all students, whether they want to take advanced placement courses or other specific courses for their chosen career pathways. Furthermore, rural student populations are becoming increasingly diverse and require rural schools to provide new services (e.g., English language learner [ELL] resources, mental health support, internet access) to their community. To better address these challenges the Rural Education Center at Kansas State University has increased their efforts to collaborate with rural schools in addressing their need for resources, teachers, and support. We use the theory of ecological agency to frame ways in which the contextual affordances and challenges of rural educational settings provide distinct opportunities for teacher education programs to innovate teaching and learning in rural schools. Many of the factors that have prevented sustained and authentic engagement with rural schools have been minimized in recent years through technology and increased broadband connectivity in rural contexts. Technology offers a range of opportunities for teacher education programs to engage more authentically with rural schools and provide sustained support through (1) telepresence-based field and student teaching experiences, (2) distance and online-based supervision, and (3) shared virtual and online pedagogies of the rural. To make these innovative engagements more sustainable, the use of technology in rural schools will need to be evolved and supported in new manners to have an impact on the agency of rural teachers to aid their students' learning. In this way, rural can be a lens for technological innovation in teacher education and rural schools.
This study utilized the TAM model of perceived ease of use and perceived usefulness to investigat... more This study utilized the TAM model of perceived ease of use and perceived usefulness to investigate the attitude of rural teachers regarding robotics and remote sensing technologies. We purposefully selected rural teachers from different rural schools who have experience with robots and remote sensing through summer camp training conducted during the past summer. Qualitative data were gathered through an open-ended question included in a survey administered via Qualtrics. Thematic analysis was employed to identify key themes and insights from the responses. We explored factors such as the quality of training, access to technical support, and the specific needs of rural classrooms to understand their impact on the perceived usefulness of these technologies. The findings of this study will inform the design of more effective technology integration programs and professional development sessions tailored to the unique needs and challenges of rural education settings.
Jl. of Technology and Teacher Education, 2023
Despite evidenced challenges compared to non-rural areas, rural communities are in a unique posit... more Despite evidenced challenges compared to non-rural areas,
rural communities are in a unique position to help address
recent national demands for renewed STEM emphasis in
schools (Saw & Agger, 2021). This study utilizes interviews
from five rural educators who participated in a three-week
STEM learning camp to discuss: 1) how teachers perceive the
effectiveness of STEM learning opportunities at increasing
student aspirations in STEM fields, and 2) what support and
resources teachers need to provide more quality STEM learning
opportunities. Learning experiences focused on aerospace engineering, artificial intelligence, and computer science.
Camp participants included 310 students, 40 teachers, 33
schools and 27 school districts across one midwestern state.
Findings suggest teachers perceive that quality STEM learning
opportunities increase many students’ self-efficacy using
STEM technologies and aspiration for future STEM careers.
Perceptions indicated rural teachers demand more effective
PD that emphasizes hands-on experiences, troubleshooting,
student-friendly vocabulary, and pedagogy. Teachers advocated
for more hands-on and peer-to-peer learning opportunities
while avoiding longer lectures and technological issues
to better engage students. Lastly, teachers perceived that outside
funding, resources, and support are the only realistic way
rural teachers can provide more quality STEM learning experiences
to students in rural communities.
PUIIJ, 2023
AI is rapidly being utilized in education, potentially altering the learning process by enhancing... more AI is rapidly being utilized in education, potentially altering the learning process by enhancing outcomes, increasing efficiency, and enriching the educational experience. However, the use of AI in education raises several concerns, including the need for high-quality data, ethical and privacy concerns, challenges in integrating AI technology into existing educational systems and practices, and a lack of expertise and knowledge of AI among educators and learners. This study investigated these topics by doing a content analysis of one of the most recent issues of the journal Educational Technology and Society (ET&S), with an emphasis on AI in education. The study adopted qualitative content analysis to identify and categorize the prevalent themes and issues connected with AI in education, such as possible advantages, challenges and risks, ethical and privacy concerns, and the need for additional AI education and training. The findings of this study suggest that a thoughtful and careful approach is necessary for integrating AI into education, focusing on addressing critical challenges identified in this study.
Cultivating Critical Discourse in the Classroom
This chapter theorizes and demonstrates practices which radically dismantle the assumed power dyn... more This chapter theorizes and demonstrates practices which radically dismantle the assumed power dynamics that exist between teacher and student. Three different points of view, or windows, provide the reader with three different approaches that demonstrate and promote equity and access in the language and composition classroom. The autoethnographic approach allows the teacher-scholars to convey the unique phenomenology and actions at play in the classroom that seek to disrupt traditional power dynamics. The first section explores a Freirean approach to discourse and dialogue in an undergraduate teacher education program course that questions how to achieve a more democratizing and authentic classroom. The second entry focuses on the liberatory approaches used by a teacher to enact autonomy, agency, and independence for Iranian women. The final section demonstrates a teacher-scholar's development of a method, rooted in Macedo's (2006) critical literacies, which creates ‘perpetu...
Zenodo (CERN European Organization for Nuclear Research), Aug 24, 2023
Education and New Developments 2023 – Volume 2
Despite recent prioritization in national politics and economics, rural communities and schools a... more Despite recent prioritization in national politics and economics, rural communities and schools across the United States (US) are still facing an array of challenges. In the US, rural schools are funded less proportionately than and often do not have the resources of suburban and urban schools. In addition, rural schools struggle to recruit and retain teachers in nearly all subject areas. Rural schools are often unable to provide the same academic opportunities as suburban and urban schools, which has compounding effects on all students, whether they want to take advanced placement courses or other specific courses for their chosen career pathways. Furthermore, rural student populations are becoming increasingly diverse and require rural schools to provide new services (e.g., English language learner [ELL] resources, mental health support, internet access) to their community. To better address these challenges the Rural Education Center at Kansas State University has increased their efforts to collaborate with rural schools in addressing their need for resources, teachers, and support. We use the theory of ecological agency to frame ways in which the contextual affordances and challenges of rural educational settings provide distinct opportunities for teacher education programs to innovate teaching and learning in rural schools. Many of the factors that have prevented sustained and authentic engagement with rural schools have been minimized in recent years through technology and increased broadband connectivity in rural contexts. Technology offers a range of opportunities for teacher education programs to engage more authentically with rural schools and provide sustained support through (1) telepresence-based field and student teaching experiences, (2) distance and online-based supervision, and (3) shared virtual and online pedagogies of the rural. To make these innovative engagements more sustainable, the use of technology in rural schools will need to be evolved and supported in new manners to have an impact on the agency of rural teachers to aid their students' learning. In this way, rural can be a lens for technological innovation in teacher education and rural schools.
This study delves into the key issues of representation and accessibility in game development. De... more This study delves into the key issues of representation and accessibility in game development. Despite their societal significance, video games face ongoing criticism for lacking diversity in both the workforce and content, excluding marginalized gamers. This study explores game-based learning (GBL) while emphasizing the importance of accurate representation, particularly in educational settings to enhance engagement and learning outcomes. Our research findings revolve around the perspectives of a professional in the gaming industry and the challenges associated with creating accessible games. By providing actionable insights, it aims to influence regulatory reforms, industry practices, and game creation itself, to foster diversity, representation, and accessibility in the video game industry. In doing so, we seek to promote a more inclusive and equitable future in the educational gaming world.
Despite recent prioritization in national politics and economics, rural communities and schools a... more Despite recent prioritization in national politics and economics, rural communities and schools across the United States (US) are still facing an array of challenges. In the US, rural schools are funded less proportionately than and often do not have the resources of suburban and urban schools. In addition, rural schools struggle to recruit and retain teachers in nearly all subject areas. Rural schools are often unable to provide the same academic opportunities as suburban and urban schools, which has compounding effects on all students, whether they want to take advanced placement courses or other specific courses for their chosen career pathways. Furthermore, rural student populations are becoming increasingly diverse and require rural schools to provide new services (e.g., English language learner [ELL] resources, mental health support, internet access) to their community. To better address these challenges the Rural Education Center at Kansas State University has increased their efforts to collaborate with rural schools in addressing their need for resources, teachers, and support. We use the theory of ecological agency to frame ways in which the contextual affordances and challenges of rural educational settings provide distinct opportunities for teacher education programs to innovate teaching and learning in rural schools. Many of the factors that have prevented sustained and authentic engagement with rural schools have been minimized in recent years through technology and increased broadband connectivity in rural contexts. Technology offers a range of opportunities for teacher education programs to engage more authentically with rural schools and provide sustained support through (1) telepresence-based field and student teaching experiences, (2) distance and online-based supervision, and (3) shared virtual and online pedagogies of the rural. To make these innovative engagements more sustainable, the use of technology in rural schools will need to be evolved and supported in new manners to have an impact on the agency of rural teachers to aid their students' learning. In this way, rural can be a lens for technological innovation in teacher education and rural schools.
This study utilized the TAM model of perceived ease of use and perceived usefulness to investigat... more This study utilized the TAM model of perceived ease of use and perceived usefulness to investigate the attitude of rural teachers regarding robotics and remote sensing technologies. We purposefully selected rural teachers from different rural schools who have experience with robots and remote sensing through summer camp training conducted during the past summer. Qualitative data were gathered through an open-ended question included in a survey administered via Qualtrics. Thematic analysis was employed to identify key themes and insights from the responses. We explored factors such as the quality of training, access to technical support, and the specific needs of rural classrooms to understand their impact on the perceived usefulness of these technologies. The findings of this study will inform the design of more effective technology integration programs and professional development sessions tailored to the unique needs and challenges of rural education settings.
Jl. of Technology and Teacher Education, 2023
Despite evidenced challenges compared to non-rural areas, rural communities are in a unique posit... more Despite evidenced challenges compared to non-rural areas,
rural communities are in a unique position to help address
recent national demands for renewed STEM emphasis in
schools (Saw & Agger, 2021). This study utilizes interviews
from five rural educators who participated in a three-week
STEM learning camp to discuss: 1) how teachers perceive the
effectiveness of STEM learning opportunities at increasing
student aspirations in STEM fields, and 2) what support and
resources teachers need to provide more quality STEM learning
opportunities. Learning experiences focused on aerospace engineering, artificial intelligence, and computer science.
Camp participants included 310 students, 40 teachers, 33
schools and 27 school districts across one midwestern state.
Findings suggest teachers perceive that quality STEM learning
opportunities increase many students’ self-efficacy using
STEM technologies and aspiration for future STEM careers.
Perceptions indicated rural teachers demand more effective
PD that emphasizes hands-on experiences, troubleshooting,
student-friendly vocabulary, and pedagogy. Teachers advocated
for more hands-on and peer-to-peer learning opportunities
while avoiding longer lectures and technological issues
to better engage students. Lastly, teachers perceived that outside
funding, resources, and support are the only realistic way
rural teachers can provide more quality STEM learning experiences
to students in rural communities.
PUIIJ, 2023
AI is rapidly being utilized in education, potentially altering the learning process by enhancing... more AI is rapidly being utilized in education, potentially altering the learning process by enhancing outcomes, increasing efficiency, and enriching the educational experience. However, the use of AI in education raises several concerns, including the need for high-quality data, ethical and privacy concerns, challenges in integrating AI technology into existing educational systems and practices, and a lack of expertise and knowledge of AI among educators and learners. This study investigated these topics by doing a content analysis of one of the most recent issues of the journal Educational Technology and Society (ET&S), with an emphasis on AI in education. The study adopted qualitative content analysis to identify and categorize the prevalent themes and issues connected with AI in education, such as possible advantages, challenges and risks, ethical and privacy concerns, and the need for additional AI education and training. The findings of this study suggest that a thoughtful and careful approach is necessary for integrating AI into education, focusing on addressing critical challenges identified in this study.
Cultivating Critical Discourse in the Classroom
This chapter theorizes and demonstrates practices which radically dismantle the assumed power dyn... more This chapter theorizes and demonstrates practices which radically dismantle the assumed power dynamics that exist between teacher and student. Three different points of view, or windows, provide the reader with three different approaches that demonstrate and promote equity and access in the language and composition classroom. The autoethnographic approach allows the teacher-scholars to convey the unique phenomenology and actions at play in the classroom that seek to disrupt traditional power dynamics. The first section explores a Freirean approach to discourse and dialogue in an undergraduate teacher education program course that questions how to achieve a more democratizing and authentic classroom. The second entry focuses on the liberatory approaches used by a teacher to enact autonomy, agency, and independence for Iranian women. The final section demonstrates a teacher-scholar's development of a method, rooted in Macedo's (2006) critical literacies, which creates ‘perpetu...