Janice Anderson
University of North Carolina at Chapel Hill, Education, Faculty Member
- Technology, Gender, Design, Teacher Education, Educational Technology, Social Networking, and 23 moreScience Education, Learning and Teaching, Instructional Design, Instructional Technology, Constructivism, Serious Games, Curriculum Studies, Learning Technology, Learning Sciences, Student Motivation And Engagement, Learning Design, Learning Styles, Methodology, Teacher Research, Academic Technology, Young people's use of Technology, Technology in Teacher Education, Curriculum Theory, Learning Networks, Teaching-learning interactions, Mixed Methodologies, Learning Development, and Qualitative Methods (Methodology)edit
- Anderson’s research utilizes a Design-Based Research (DBR) methodological approach to conduct conceptually generative... moreAnderson’s research utilizes a Design-Based Research (DBR) methodological approach to conduct conceptually generative research on engaging Pre-Service and In-Service teachers and students as 21st Century educators and learners who leverage new and emerging technologies in the teaching and learning of science. Technology, in its various forms, is used as a tool that helps to establish and strengthen these rich science learning environments for both pedagogical practice and learning. These emergent technologies, which include educational games, simulations, apps and other technology platforms, serve as a conduit for her research to critically engage teachers and students in active, authentic learning of science content and science and engineering practices.edit
<jats:p>With the appropriate support and experience, iPads and other mobile devices can be used for collaborative scientific inquiry moving beyond individual skill practice and assessment appropriations. The mobility and access the... more
<jats:p>With the appropriate support and experience, iPads and other mobile devices can be used for collaborative scientific inquiry moving beyond individual skill practice and assessment appropriations. The mobility and access the iPad provides opens up the classroom for innovative instructional practices, allowing students to physically explore their world, though the devices themselves are not enough to guarantee student engagement and learning. The Gradual Increase of Responsibility (GIR) model for teacher coaching (Collet, 2008) is used as the instructional coaching model of professional development. Through GIR, coaches model, make recommendations, ask probing questions, and affirm teachers' decisions over the course of several months to increase the teacher's independence in using technology to transform instruction for students. This study aims to examine how middle grades teachers' integration of one-to-one technology moves beyond drill and practice and using apps as extension activities. </jats:p>
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Research Interests: Computer Science, Physics, Electromagnetism, Instructional Design, Educational Technology, and 15 moreTeacher Education, Science Education, Mathematics Education, Electrostatics, Science teacher education, Effect size, SCIENCE TEACHING, Comparative Analysis, Curriculum and Pedagogy, Control Management, Learning Outcome, Learning Experience, Elementary Science, Control Group, and Experimental Group
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This paper begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning... more
This paper begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context. We seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other. We define disruption as an innovation that requires students to challenge or change their epistemologies and participation in their learning. This paper addresses a designed disruption that was created in the context of an elementary methods course. The results demonstrated diverse consequences for participants, their activity, and our understanding of their learning. These findings provide a starting point for examining the implications of disruptive practices within pre-service teacher education programs.
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Science education in the twenty-first century must not only teach students what science is, but also how to understand and engage in scientific reasoning and argumentation. In this chapter, we review two inquiry lessons in the physical... more
Science education in the twenty-first century must not only teach students what science is, but also how to understand and engage in scientific reasoning and argumentation. In this chapter, we review two inquiry lessons in the physical sciences, one based in chemistry and the other based in physics. These lessons demonstrate how to engage students in active, collaborative learning, which is likely to lead to deep conceptual understanding. Such lessons require students to engage in self-regulated science inquiry. They also serve as mediums for teachers to teach, support, and model self-regulated learning. These lessons illustrate empirically-supported tenets of self-regulated learning including planning, monitoring, and controlling what happens before, during, and after learning; providing just-in-time teacher support and modeling; and structuring lessons to promote positive reflection, self-efficacy, and growth mindsets. Further, the lessons in this chapter illustrate how to move students from co-regulation to socially shared regulation of learning, which in turn provides students with the tools they need to engage in scientific argumentation, inquiry, and discourse.
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Orchestrating collaborative meaning making in classrooms can present a significant challenge to teachers, in particular, for teachers in under-resourced middle schools in rural areas. This paper reports on issues that arose during a... more
Orchestrating collaborative meaning making in classrooms can present a significant challenge to teachers, in particular, for teachers in under-resourced middle schools in rural areas. This paper reports on issues that arose during a prototype implementation of a biology curriculum for middle school students, which resulted the design of collaborative scripts supported by technology that aid teachers in advancing student thinking.
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With the emergence of mobile technologies, students’ access to computing devices is omnipresent, as is their ability to collaborate through multiple modalities. This 21stcentury affordance has generated a shift in the way preservice... more
With the emergence of mobile technologies, students’ access to computing devices is omnipresent, as is their ability to collaborate through multiple modalities. This 21stcentury affordance has generated a shift in the way preservice teachers are prepared to use, understand. and interact with social media (e.g., blogs) during their academic years. This paradigmatic shift involves a movement toward a participatory culture using Web 2.0 technologies—dynamic environments that are not limited to the interactions of academic classrooms. These changes present both new types of challenges and vast opportunities for teacher educators. Based on repeated observation of minimal interaction amongst members of a peer cohort, a research study was conducted to analyze the interactions of three students who consistently posted comments on each other’s blogs in contrast to the trends found in their cohort. Analysis of their posts and comments illuminated preservice teacher expectations for science te...
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With the appropriate support and experience, iPads and other mobile devices can be used for collaborative scientific inquiry moving beyond individual skill practice and assessment appropriations. The mobility and access the iPad provides... more
With the appropriate support and experience, iPads and other mobile devices can be used for collaborative scientific inquiry moving beyond individual skill practice and assessment appropriations. The mobility and access the iPad provides opens up the classroom for innovative instructional practices, allowing students to physically explore their world, though the devices themselves are not enough to guarantee student engagement and learning. The Gradual Increase of Responsibility (GIR) model for teacher coaching (Collet, 2008) is used as the instructional coaching model of professional development. Through GIR, coaches model, make recommendations, ask probing questions, and affirm teachers' decisions over the course of several months to increase the teacher's independence in using technology to transform instruction for students. This study aims to examine how middle grades teachers' integration of one-to-one technology moves beyond drill and practice and using apps as ex...
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Escape rooms are live action games where “players” are locked into a room and must work together to discover clues, solve puzzles, and ultimately find the way to escape. There are currently over 2,300 escape rooms in the US. Given the... more
Escape rooms are live action games where “players” are locked into a room and must work together to discover clues, solve puzzles, and ultimately find the way to escape. There are currently over 2,300 escape rooms in the US. Given the popularity of escape rooms, it is no wonder they have been repurposed for the classroom to aid in student learning. Though research into utilizing escape rooms as an educational tool is still in its nascent stages, studies have provided evidence that these academic escape room activities are useful in enhancing student collaboration and communication skills and in building specific content knowledge. This chapter will explore the history of escape rooms, review research on the benefits of using escape rooms in classrooms as an instructional tool, and finally, discuss the results of the pilot test of a compost themed escape room game designed for use in middle school science classrooms.
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A wide range of research has examined trust building within corporations, businesses, and schools, and between and within organizations, but little research has been conducted that examines trust formation between university researchers... more
A wide range of research has examined trust building within corporations, businesses, and schools, and between and within organizations, but little research has been conducted that examines trust formation between university researchers and classroom-based teachers. Using a qualitative methodological approach, the authors examined the development of trusting relationships between their educational research team and a series of urban science teachers after 3 years of partnerships. It was found that teachers were initially cautiously optimistic about working with the research team, not wanting to invest much effort in the partnership until the research team had proven they were open, honest, and, most importantly, dedicated to helping their students. It was also found that the process of trust building began with an initial tentative and hesitant frontstage persona and eventually progressed to the point where they felt comfortable dropping their frontstage at PENNSYLVANIA STATE UNIV o...
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This study examined children’s drawings to explain children’s conceptual understanding of plant structure and function. The study explored whether the children’s drawings accurately reflect their conceptual understanding about plants in a... more
This study examined children’s drawings to explain children’s conceptual understanding of plant structure and function. The study explored whether the children’s drawings accurately reflect their conceptual understanding about plants in a manner that can be interpreted by others. Drawing, survey, interview, and observational data were collected from 182 students in grades K and 1 in rural southeastern United States. Results demonstrated the children held a wide range of conceptions concerning plant structure and function. These young children held very simple ideas about plants with respect to both their structure and function. Consistent with the drawings, the interviews presented similar findings.
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With the appropriate support and experience, iPads and other mobile devices can also be used for collaborative scientific inquiry moving beyond individual skill practice and assessment appropriations. The mobility and access the iPad... more
With the appropriate support and experience, iPads and other mobile devices can also be used for collaborative scientific inquiry moving beyond individual skill practice and assessment appropriations. The mobility and access the iPad provides opens up the classroom for innovative instructional practices, allowing students to physically explore their world, though the devices themselves are not enough to guarantee student engagement and learning. One issue that plagues iPad integration in classrooms is that many teachers lack confidence, knowledge, and experience for implementing iPads. This leads teachers to use technology for functions that are personally comfortable rather than ways that are engaging to students and providing authentic learning opportunities. This study aims to examine how middle grades teachers&#39; integration of one-to-one technology moves beyond drill and practice and using apps as extension activities.
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As design-based research (DBR) approaches increase in popularity, there is greater and greater need to invent database management systems that document the designs and phases of DBR projects as meaningful contexts for archival storage of... more
As design-based research (DBR) approaches increase in popularity, there is greater and greater need to invent database management systems that document the designs and phases of DBR projects as meaningful contexts for archival storage of large databanks that such projects create. Such database systems must also support transparent and efficient search and selection of data to enable rapid analysis by design teams as well as collaborative data sharing and analysis by multiple researchers. This paper outlines one system devised by a team of design-based researchers for documenting their research process and organizing their data. Inspired by the hierarchical workflow model suggested by Hackbarth et al. (2010), this approach employs a combination of visual modeling and data tagging to organize and support rapid access and sharing of a large DBR databank.
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This paper provides an update on the ongoing research in a one-to-one table initiative at an urban middle school in the southeastern United States. Expanding upon the work presented at SITE 2014, this poster presents findings from two... more
This paper provides an update on the ongoing research in a one-to-one table initiative at an urban middle school in the southeastern United States. Expanding upon the work presented at SITE 2014, this poster presents findings from two additional iterative cycles and the resultant lessons created by teachers after content-specific professional development designed to help teachers consider TPACK. Observational data and teachers’ lesson designs will be shared to illustrate that although issues of teachers’ efficacy with technology and TPACK integration still exist, slight changes in teachers’ practice are evident. Researchers hope to generate conversations around facilitating changes in teachers’ efficacy and classroom practices in regard to one-to-one initiatives.
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This study focuses on scaffolding support for beginning teachers in the implementation of the TPACK framework in 1:1 iPad elementary science classrooms. The Gradual Increase of Responsibility (GIR) model for teacher coaching (Collet,... more
This study focuses on scaffolding support for beginning teachers in the implementation of the TPACK framework in 1:1 iPad elementary science classrooms. The Gradual Increase of Responsibility (GIR) model for teacher coaching (Collet, 2008) is used as the instructional coaching model of professional development. Through GIR, coaches model, make recommendations, ask probing questions, and affirm teachers&#39; decisions over the course of several months to increase the teacher&#39;s independence in using technology to transform instruction for students.
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This paper will detail the current progress of a one-to-one tablet initiative at a urban elementary school in the southeastern United States. Results of pre-study interviews around a kindergarten teachers&#39; efficacy with technology... more
This paper will detail the current progress of a one-to-one tablet initiative at a urban elementary school in the southeastern United States. Results of pre-study interviews around a kindergarten teachers&#39; efficacy with technology both professionally and personally and TPACK integration, examples of the collaboration between the teacher and researchers around effective technology integration, and classroom observation data will be shared. We hope to generate conversations around one-to-one tablet integration in kindergarten classrooms around science content.
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Conceptions of ecological processes such as the flow of energy and cycling of matter in an ecosystem are increasingly important understandings in a rapidly changing world. This study utilizes a p-prims, or knowledge in pieces, lens to... more
Conceptions of ecological processes such as the flow of energy and cycling of matter in an ecosystem are increasingly important understandings in a rapidly changing world. This study utilizes a p-prims, or knowledge in pieces, lens to examine understandings and disconnections in students’ conceptualizations of energy flow and matter cycling specific to our context. Findings from our analysis drove continued refinement of our “Compost” curriculum through modifications designed to build on students’ p-prims and foster deeper understanding of ecological processes.
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This paper details the findings from a qualitative study of technology use with emergent bilingual students in a one-to-one tablet initiative at an urban elementary and middle school in the southeastern United States. Findings from... more
This paper details the findings from a qualitative study of technology use with emergent bilingual students in a one-to-one tablet initiative at an urban elementary and middle school in the southeastern United States. Findings from observations, field notes, and conversations with teachers about technology integration with emergent bilingual students are shared.
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The purpose of this work is to share findings in using video games and/or virtual environments to facilitate the understanding of basic science concepts with pre-service elementary teachers. We explored the impact of using a game called... more
The purpose of this work is to share findings in using video games and/or virtual environments to facilitate the understanding of basic science concepts with pre-service elementary teachers. We explored the impact of using a game called Supercharged! on pre-service teachers' understanding of electromagnetic concepts compared to students who conducted more traditional inquiry oriented investigations. Additionally, we looked at how students responded to learning about water quality through their participation in the virtual environment known as Quest Atlantis.
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This poster details the theoretical framework and current progress of a one-to-one tablet initiative at an urban middle school in the southeastern United States. Results of the first iterative cycle are examined. Issues of teachers’... more
This poster details the theoretical framework and current progress of a one-to-one tablet initiative at an urban middle school in the southeastern United States. Results of the first iterative cycle are examined. Issues of teachers’ efficacy with technology and TPACK integration, teachers’ interview data, examples of the collaboration between teachers and researchers around effective technology integration, and observational data will be shared. Introduction and Background Many schools are beginning to adopt one-to-one computing with the goal of developing students’ 21st century skills, which allow students to learn not only content but also acquire critical skills (e.g. creativity, collaboration, and digital literacy) (Pellegrino & Hilton, 2012). Researchers (e.g. Keengwe, Schnellert, & Mills, 2012) have demonstrated that technology integration is essential to meet this goal; however, the existing technology infrastructure is insufficient to develop the desired outcomes of these implementations (Greaves et al., 2012). Currently, there has been little research (e.g. Fleisher, 2012; Greaves et al., 2012) that examines teacher appropriation of the tablets into their pedagogy. Teachers often do not understand or have the time to spend learning about the functionality of the devices. According to Ifenthaler and Schweinbenz (2013), a majority of teachers are open to integrating tablets and feel they would enhance their practice, but others are not confident about using a new device in their everyday instruction. In addition, how teachers actually integrate devices into their practice is often dictated by school culture (Fleisher, 2012; Greaves et al., 2012). When teachers lack the knowledge of how to use technology, their attempts to integrate technology successfully are often limited (Koehler, Mishra, Kereluik, Shin, & Graham, 2014). Others (e.g. Kim et al., 2013) have shown that internal barriers, attitudes, beliefs, and efficacy with technology still impact levels of technology integration. Teachers who have more student-centered pedagogical beliefs are better at integrating technology as a part of their classroom whereas those with teacherdirected pedagogical beliefs are more likely to use technology as enrichment to the lesson (Kim et al., 2013). Using a TPACK framework (Mishra & Koehler, 2006), this research project aims to help middle grades teachers integrate technology effectively and redefine (Puentedura, 2009) teaching and learning in the content areas. The following questions guide our research: 1) How do middle school teachers develop pedagogies that integrate technology within their discipline?; 2) How can teachers integrate tablet computers (e.g. iPads) into content specific applications that move beyond a level of substitution? Theoretical and Methodological Frameworks This study is part of a larger design-based research project (Brown, 1992) that is examining the use of iPads within specific content contexts. Design-based research emerged from the dialectic between theory and design in research, with theory suggesting an improved design and design suggesting new dimensions to theory. While theory and design can and do
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Abstract The purpose of this work was to share our findings in using the Kinect technology to facilitate the understanding of basic kinematics with middle school science classrooms. This study marks the first three iterations of this... more
Abstract The purpose of this work was to share our findings in using the Kinect technology to facilitate the understanding of basic kinematics with middle school science classrooms. This study marks the first three iterations of this design-based research that examines the pedagogical potential of using the Kinect technology. To this end, we explored the impact of using the Kinect in conjunction with an SDK Physical Virtual Graphing program on students’ understanding of displacement, velocity and acceleration compared to students who conducted more traditional inquiry of the same concepts. Results of this study show that, while there may be some affordances to be gained from integrating this technology, there is a need for a scaffolded approach that helps students to understand the “messiness” of the data collected. Further, meta-cognitive activities, such as reflective opportunities, should be integrated into the inquiry experiences in order to scaffold student learning and reinforce concepts being presented. While the Kinect did work to generate large-scale visualization and embodied interactions that served as a mechanism for student understanding, this study also suggests that a complementary approach that includes both the use of hands-on inquiry and the use of the Kinect sensor, with each activity informing the other, could be a powerful technique for supporting students’ learning of kinematics.
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This paper begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning... more
This paper begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context. We seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other. We define disruption as an innovation that requires students to challenge or change their epistemologies and participation in their learning. This paper addresses a designed disruption that was created in the context of an elementary methods course. The results demonstrated diverse consequences for participants, their activity, and our understanding of their learning. These findings provide a starting point for examining the implications of disruptive practices within pre-service teacher education programs.
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Research Interests: Computer Science, Physics, Electromagnetism, Instructional Design, Educational Technology, and 15 moreTeacher Education, Science Education, Electrostatics, Video Game, Science teacher education, Effect size, Teaching Methods, SCIENCE TEACHING, Teacher Learning, Comparative Analysis, Curriculum and Pedagogy, Learning Outcome, Learning Experience, Control Group, and Experimental Group
Representatives from ten specialty professional associations affiliated with the National Technology Leadership Coalition (NTLC) are collaborating with Microsoft Corporation to develop an innovative professional development opportunity... more
Representatives from ten specialty professional associations affiliated with the National Technology Leadership Coalition (NTLC) are collaborating with Microsoft Corporation to develop an innovative professional development opportunity for teacher educators—the Teacher Education Initiative (TEI). The goal of the initiative is to enhance preparation of future teachers to use technology in effective ways to teach students across grades and academic disciplines. This effort builds upon initiatives such as Preparing ...
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Odyssey High School is small inner-city school within a school in a large urban center. Over its five years of existence, Odyssey administrators in collaboration with a set of outside partners have been developing and implementing a... more
Odyssey High School is small inner-city school within a school in a large urban center. Over its five years of existence, Odyssey administrators in collaboration with a set of outside partners have been developing and implementing a school that focuses on project-based learning and supports its teachers in constructing interdisciplinary projects around the school's theme of environmental science. Findings indicate that older students at the school, who were with the school before this reform effort began, are not as vested in the effort as are younger students, many of whom chose to attend the school for its science focus. It appears that positive gains in student self-efficacy and interest toward science have been achieved in the few years since the reform effort has been commenced but there are significant challenges remain on improving student sense of belonging and overall engagement with the school.
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Boyd, A., Gorham, J., Justice, J., & Anderson, J. (2013). Examining the apprenticeship of observation with preservice teachers: The practice of blogging to facilitate autobiographical reflection and critique. Teacher Education Quarterly... more
Boyd, A., Gorham, J., Justice, J., & Anderson, J. (2013). Examining the apprenticeship of observation with preservice teachers: The practice of blogging to facilitate autobiographical reflection and critique. Teacher Education Quarterly 40(3), 27-49.
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Using the of Humans of New York photoblog concept, the exemplar lesson plan described in this article incorporated technology and the replacement, amplification, and transformation framework to modify a traditional social studies lesson... more
Using the of Humans of New York photoblog concept, the exemplar lesson plan described in this article incorporated technology and the replacement, amplification, and transformation framework to modify a traditional social studies lesson on the American Civil War into an engaging and inquiry-based lesson. Students researched individuals who lived during the American Civil War and created their own digital storyboard of Humans of the Civil War. This lesson idea uses available technology to engage students in more meaningful instruction that goes beyond lectures. Doing so allows teachers to transform their lessons using technology in authentic ways that help students become more active agents in their learning. This lesson requires students to make strategic decisions about what is important to know about historical figures and how best to tell their story while also learning about the war.
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Many schools are beginning to adopt one-to-one computing with the goal of developing students’ 21st-century skills, which allow students not only to learn content but to acquire critical skills (e.g., creativity, collaboration, and... more
Many schools are beginning to adopt one-to-one computing with the goal of developing students’ 21st-century skills, which allow students not only to learn content but to acquire critical skills (e.g., creativity, collaboration, and digital literacy) that will lead to future careers. Technology offers teachers the ability to transform the quality of instruction—to achieve a more student-centered learning environment, have more differentiated instruction, and develop problem- or projectbased learning, and demand higher order thinking skills. A number of barriers and influences have emerged from the findings of this study on teachers’ practice and integration of technology into their classrooms. This study examines how these barriers, both internal and external, influence classroom pedagogy. Using a technology, pedagogy, and content knowledge (TPACK) framework, this paper examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative ...
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This poster will detail the theoretical framework and current progress of a one-to-one iPad initiative at an urban middle school in the southeastern United States. Results of the pre-study interviews around teachers&#39; efficacy with... more
This poster will detail the theoretical framework and current progress of a one-to-one iPad initiative at an urban middle school in the southeastern United States. Results of the pre-study interviews around teachers&#39; efficacy with iPad integration, examples of collaboration between the teacher and the researchers around disciplinary content and technology integration, and observational data will be shared. We hope to share and continue the conversation around one-to-one integration in middle school classrooms.
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This poster details the theoretical frameworks and current progress of a one-to-one tablet initiative at an urban elementary school in the southeastern United States. Results of teacher interviews about literacy practices in a one-to-one... more
This poster details the theoretical frameworks and current progress of a one-to-one tablet initiative at an urban elementary school in the southeastern United States. Results of teacher interviews about literacy practices in a one-to-one iPad technology integration, examples of collaborations, and observational data are shared. We look to extend the STEM and technology integration conversation to disciplinary literacy practices.
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As design-based research (DBR) approaches increase in popularity, there is greater and greater need to invent database management systems that document the designs and phases of DBR projects as meaningful contexts for archival storage of... more
As design-based research (DBR) approaches increase in popularity, there is greater and greater need to invent database management systems that document the designs and phases of DBR projects as meaningful contexts for archival storage of large databanks that such projects create. Such database systems must also support transparent and efficient search and selection of data to enable rapid analysis by design teams as well as collaborative data sharing and analysis by multiple researchers. This paper outlines one system devised by a team of design-based researchers for documenting their research process and organizing their data. Inspired by the hierarchical workflow model suggested by Hackbarth et al. (2010), this approach employs a combination of visual modeling and data tagging to organize and support rapid access and sharing of a large DBR databank.
This poster will detail the theoretical framework and current progress of a one-to-one iPad initiative at an urban middle school in the southeastern United States. Results of the pre-study interviews around teachers’ efficacy with iPad... more
This poster will detail the theoretical framework and current progress of a one-to-one iPad initiative at an urban middle school in the southeastern United States. Results of the pre-study interviews around teachers’ efficacy with iPad integration, examples of collaboration between the teacher and the researchers around disciplinary content and technology integration, and observational data will be shared. We hope to share and continue the conversation around one-to-one integration in middle school classrooms.
