Article exploring preservice teachers’ coding in the design of a visually-enhanced digital book to reduce the lag between highly visual texts in elementary classrooms and a lack of emphasis on visual literacy in teacher preparation. Findings call for a shift to acknowledge and incorporate visual literacy theories and practices into teacher preparation programs to prepare preservice teachers for digitally literate classrooms.
This article investigates the organizational impact of computer technology on four secondary science teachers’ teaching actions using the construct of community of practice. Analysis of data reveals three social participation structures that collectively orchestrated students’ science content learning: (1) students’ membership, (2) access to the structured tasks, and (3) confirmation of students’ learning of science concepts.
This article conducts an exploratory study of innovation in Texas' teacher preparation marketplace by drawing on theories of organizational innovation, specifically, dimensions of innovation related to organizational structure, processes, and outcomes. The analysis suggests programs should critically unpack what it means to be innovative in a dynamic and competitive teacher preparation marketplace.
Article examining individual concerns to integrate virtual reality into science instruction before and after a hands-on intervention with virtual reality to improve understanding of preservice teacher acceptance and integration of virtual reality into science.
Article exploring how the pedagogical knowledge construct of Technological Pedagogical Content Knowledge (TPACK) and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad.
Article examining one month of social media, news media, school district websites’ continuity plans and educational affiliate organizations, to unveil K-12 stakeholders’ initial response to K-12 remote teaching following the declaration of the national emergency of the COVID-19 pandemic in the USA. Initial responses focused on community lockdown procedures, sustaining education, adapting to a remote lifestyle and political tension. The authors revisited included tweets one week later to measure their connectedness, which revealed that educational organizations, which have the largest number of followers, also have the greatest outreach and visibility. This is the accepted manuscript of the article which has been approved to post in an institutional repository.
December 4, 2020
Eutsler, Lauren; Antonenko, Pavlo D. & Mitchell, Chrystine
Article providing a research perspective on Giannakas et al.’s (2018) manuscript, “A critical review of 13 years of mobile game-based learning” to serve as a resource to educators navigating the transition to remote learning during the pandemic.
Article examining young children’s reading preference by text type. Discourse and observation analyses show children engage differently between text types. Findings have implications for parents, teachers, and teacher educators support today’s young children as readers.
Article investigating the current practices of digital game-based language learning to support English language learning. This article provides strategies for educational researchers to improve their rigor in research, along with explicit criteria that digital game designers can apply toward language-learning game development.
Article examining teacher preparation programs ability to help preservice teachers connect educational theory with teaching practice. This article systematically reflects on written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course.
Article providing evidence of how children from 120 homes across 46 classrooms use apps and portable technology to support their reading development. The finding that nearly all children in this study supported reading skills with portable technology in the home demonstrates the need to foster partnerships between parents and teachers that builds on children's technological knowledge and use to deepen learning between home and school.
Article examining how parents' reports of children’s technology use in the home varies by a child’s gender or grade level. Strategies are provided for teachers, support specialists, and parents to improve how children use technology. Implications for app developers are suggested.
October 29, 2018
Eutsler, Lauren; Antonenko, Pavlo D. & Dawson, Kara
This article argues that the development of rap song lyrics or lyrical concept mapping can be a viable pedagogical alternative to the development of concept maps as a means to reinforce STEM vocabulary.
Article identifying predictors of parent's portable technology adoption to support children's reading development in the home by applying the Unified Theory of Acceptance and Use of Technology to informal elementary education.
This article uses nationally representative data from the Early Chlidhood Longitudinal Study--Birth Cohort used to examine child care experiences with repreated cross-sectional analysis at 9, 24, and 52 months for dual language learner and non-dual language learner children.
March 22, 2017
Espinosa, Linda M.; LaForett, Doré R.; Burchinal, Margaret; Burchinal, Margaret; Winsler, Adam; Tien, Hsiao-Chuan et al.