Michelle Read

Student-to-student interaction is a key element in the learning process, and one that is often missing in online classes. The purpose of this case study is to demonstrate how a technology platform that leverages artificial intelligence (AI) can be used to deepen learning in online discussions by analyzing instructor and student perceptions and examining third-party analytics in two hybrid/blended undergraduate courses. The instructors selected Packback, a third-party online discussion platform, to address some of the engagement issues they encountered in the past when using discussion tools within learning management systems (LMS). Packback increased the depth of student discussions by providing real-time feedback to students on the quality of their posts, thus allowing students to improve the quality of their posts. Packback also allowed for more nuanced evaluation and grading of students' forum posts by instructors.

This study examines the effect of gamifying and adding problem-solving aspects to discussion prompts in online courses with the goal of increasing the quantity and quality of student work. It was also a goal to foster motivation, engagement, and critical thinking skills. Results show an increase in the number of posts, the quality of posts as evaluated by the instructor, and student satisfaction with the overall course judged by responses to a survey administered at the end of the course. A number of recommendations are made, including furthering the use of student choice in how coursework is completed, promoting teamwork, and using incentives to increase student engagement.

Read, M. & Geurtz, R. (2010). LMS/CMS Integration: Common Issues and Practices. In J. Sanchez & K. Zhang (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 776-782). Chesapeake, VA: ...

This paper explores the use of iPads as potential replacements for interactive whiteboards in the classroom, through a TPCK (Technological Pedagogical Content Knowledge) framework. With the use of specialized apps, which project your laptop or computer wirelessly to the iPad device, the user can then control his/her computer from the iPad anywhere within the network range. The iPad has over 140,000 apps at this time (Apple. com, 2011), many of which are specifically developed for educational purposes. ...

In the 2014-2015 academic semesters, Instructional designers at Texas State University piloted a hybrid faculty development course for instructors who were building hybrid or fully online college courses to be taught in upcoming semesters. The Instructional Design team used the ADDIE instructional design model to guide the creation of the faculty development course. During the course, participants were also taught the principles that underlie the ADDIE model as they created their courses. Participants were provided planning and design templates, instructor feedback, opportunities for practice, and group sessions for sharing and peer feedback. Participants were generally satisfied with the course design, navigation, and instructional activities. Participants’ expectations were generally met and would recommend the course to others. Finally, participants all indicated they had confidence to, and were likely to, apply their new knowledge and skills to future online course creations, particularly the use of the Planning Matrix Template.

This research examined student perspectives on their in-school, subject specific, technology use in four U.S. public schools. Considering students’ perspectives may provide a significant reframing of adultcreated rhetoric of the utopian power of digital technologies for changing teaching and learning. A survey and focus group interviews were administered to 6th and 7th students (n=1,544) in four public middle schools, with varying demographics, that rely on local funding. These four schools revealed moderate use of many well-established digital technologies, such as word processing, presentation software, and quiz games. Students voiced outright hatred for teacher-directed PowerPoint-supported lectures, the most prominent technology activity students experienced, yet reported enjoying creation activities. The students in the rural school with a Hispanic-majority and high economically disadvantaged population reported much lower technology use. Discussion frame the digital inequities...

Abstract This study used multiple regression to identify predictors of middle school students' Web 2.0 activities out of school, a construct composed of 15 technology activities. Three middle schools participated, where sixth- and seventh-grade students completed a questionnaire. Independent predictor variables included three demographic and five computer use variables and three interaction examinations. A regression model, accounting for 25% of the variance, revealed student's ethnicity, access to technologies at home, in-school technological activities, and the school a child attends, predicted students' Web 2.0 activities out of school. Ethnicity-based (but no gender-based) technology participation gaps existed in and out of school, with students of Hispanic ethnicity showing statistically lower use of Web 2.0 activities out of school. The interaction of the school attended and in-school Web 2.0 use was a strong predictor but revealed both significant positive and negative relationships in different schools. Educators and schools must become more aware of their students' technological experiences and access to optimize technological-focused learning experiences for students in and out of school. (Keywords: middle school, Web 2.0, social technologies, participatory culture, technology use in school, technology use out-of-school, multiple regression)

Abstract The College of Education at The University of Texas at Austin has formed a cross-disciplinary working group to explore the uses and learning implications of incorporating iPad tablet computers into classroom activities in higher education settings. At this ...

The purpose of this chapter was to explore changes in faculty knowledge, beliefs, and attitudes regarding online teaching and learning, as well as faculty's degree of confidence in developing and implementing online courses after participating in a multiweek, experientially based faculty development program. The study draws on change theory, specifically teacher change in knowledge, beliefs and attitudes, self-efficacy, and the TPACK framework. The findings suggest that faculty development that incorporates elements of collaboration, modeling, peer review, coaching, extended time, and numerous opportunities for observation and reflection are key to participants' TPACK development and positive changes in teaching beliefs, e-learning attitudes, and self-efficacy.

Abstract This paper explores the adoption process of three high school teachers from consideration of the tool to understanding its potential impact to choosing whether to adopt and implement a learning management system. The use of learning management systems ...

This study aimed to compare the online and face-to-face teaching of a required algebra-based physics course for non-physics majors in large-enrollment course sections. The study design is quasi-experimental; the students self-selected to enroll in either the fully online and asynchronous course or the face-to-face course. In this study, we look at pre- and post-surveys, test grades, and course grades. A total of 116 students from both the face-to-face version ( n  = 76) and the online version ( n  = 40) of the course participated in this study. Both courses were taught by the same instructor and covered the same topics using identical homework, quizzes, and tests to ensure comparison fidelity. Findings show that general physics students do equally well in both face-to-face and online versions of the course. However, online students show a higher rate of satisfaction of the course.

This research examined student perspectives on their in-school, subject specific, technology use in four U.S. public schools. Considering students' perspectives may provide a significant reframing of adult-created rhetoric of the utopian power of digital technologies for changing teaching and learning. A survey and focus group interviews were administered to 6 th and 7 th students (n=1,544) in four public middle schools, with varying demographics, that rely on local funding. These four schools revealed moderate use of many well-established digital technologies, such as word processing, presentation software, and quiz games. Students voiced outright hatred for teacher-directed PowerPoint-supported lectures, the most prominent technology activity students experienced, yet reported enjoying creation activities. The students in the rural school with a Hispanic-majority and high economically disadvantaged population reported much lower technology use. Discussion frame the digital inequities in the four schools and emphasizes the need for awareness and inclusion of students' digital experiences to form any trajectory toward establishing digital equity and learning in schools.

This study used multiple regression to identify predictors of middle school students' Web 2.0 activities out of school, a construct composed of 15 technology activities. Three middle schools participated, where sixth- and seventh-grade students completed a questionnaire. Independent predictor variables included three demographic and five computer use variables and three interaction examinations. A regression model, accounting for 25% of the variance, revealed student's ethnicity, access to technologies at home, in-school technological activities, and the school a child attends, predicted students' Web 2.0 activities out of school. Ethnicity-based (but no gender-based) technology participation gaps existed in and out of school, with students of Hispanic ethnicity showing statistically lower use of Web 2.0 activities out of school. The interaction of the school attended and in-school Web 2.0 use was a strong predictor but revealed both significant positive and negative relationships in different schools. Educators and schools must become more aware of their students' technological experiences and access to optimize technological-focused learning experiences for students in and out of school. (Keywords: middle school, Web 2.0, social technologies, participatory culture, technology use in school, technology use out-of-school, multiple regression)

The College of Education at The University of Texas at Austin has formed a cross- disciplinary working group to explore the uses and learning implications of incorporating iPad tablet computers into classroom activities in higher education settings. At this roundtable, representatives from the working group and the instructional technology support team with whom they are working will discuss with their peers what they have learned about implementing a project of this kind in a teacher education program. Presenters will engage participants in an active discussion of their own experience, knowledge and ideas. Topics will include implications for teaching methods, student response and outcomes, and the logistics required to ensure the success of an initiative of this kind.

The use of Learning Management Systems and Content Management Systems is rising among tertiary institutions in the United States. This paper explores some LMS/CMS systems and their affordances, looks at general guidelines for consideration before and after adoption, and
synthesizes the experiences of implementation at three universities.

This quantitative study used multiple regression to identify predictors of middle school students’ Web 2.0 activities out of school, a composite variable constructed from 15 technology activities. Three middle schools participated in the study and 6th and 7th grade students completed an online survey. Independent predictor variables included school, gender, ethnicity, grade level, computer limits at home, assigned computer-based homework at school, total gadgets at home, Web 2.0 activities in school, traditional technology activities in school and three interaction variables. Results reveal a model explaining 25% of the variance, with statistically significant predictors including: school, ethnicity, grade, total gadgets, and the interaction of school and in-school Web 2.0 activities. Knowing what students do outside of school, and how in-school and out-of-school variables may impact such activity may assist educators in planning for technology in instruction and learning that both leverage what students are already doing or may wish they were doing, making learning motivating and connected to real life.

This mixed-methods case study centered on an online professional development event targeting university-level teacher educators and higher education discipline-specific instructors. The topic of the online professional development was disciplinary literacy and the promoted use of metacognitive modeling via think-aloud as an instructional strategy for secondary students in various discipline areas. The study aimed to understand how the use of the same instructional strategy by the professional development facilitators affected participants in terms of changes to (a) their knowledge about and attitudes towards reading instruction in the disciplines (e.g., mathematics, social studies, science, the arts); (b) their beliefs regarding learner-centered/non learner-centered classrooms; (c) their general teaching philosophies; and (d) their self-efficacy to use and teach the strategy to others. Specifically, it looked for any relationships between these changes, their intention to apply the same instructional strategy in their own classes and/or teach their pre- and in-service teachers the strategy, and participant perceptions on the importance of the strategy to their learning. The professional development seminar was accessible over a period of four weeks in the winter/spring of 2012. Ten teacher educators and/or discipline-specific higher education instructors from various institutions participated in this study by completing surveys, submitting metacognitive modeling samples pre- and post- professional development, and participating in interviews. All participants experienced change during this professional event through the acquisition of new knowledge, while many showed resultant changes to their attitudes and beliefs. Changes in knowledge were most evident in the pre- and post- metacognitive modeling samples the participants provided, with increased scores indicating improvement in their ability to use the instructional strategy. Most evidence of other change is found throughout their interviews. Overall, the participants rated and ranked the metacognitive modeling example videos provided by the professional development facilitators as nearly integral to their learning.
The largest limitation of the study was the small number of participants. Discussion discerns the nature of teacher change, provides suggestions for future professional development design/research, and asserts that the goal of professional development, traditionally to result in changed teaching practices in the classroom, instead be to provide the knowledge and initial experience educators can use as a foundation to change in all areas.