<p> One-to-One Technology Device Integration in Grades 3-5 and the Beliefs &amp; Actions of Teachers and District-Level Leaders One-to-One technology initiatives began in the 1990&rsquo;s and have expanded over time. It is not about distributing devices but rather how those devices transform teaching and learning. Educators need to harness the power of technology devices to engage students in learning, enhance teaching, and provide opportunities for personalized learning. The International Society for Technology in Education (ISTE) has developed student standards that provide a framework for teachers to guide them in developing content-rich lessons that are supported and enhanced by the use of technology devices. </p><p> The purpose of this study was to examine how teachers in grades three through five operationalize the seven ISTE student standards in schools with one-to-one technology devices. The types of projects designed and implemented with students, as well as the actions taken by leaders to provide systems of instructional technology support, professional development opportunities and systems for learning for teachers was explored. Data was collected through interviews with third through fifth grade teachers and leaders in two districts that have implemented one-to-one student technology devices in their schools. </p><p> A qualitative design was used and data was collected from interviews with twelve leaders, six teachers and a technology integration specialist from two school districts in the Capital Region of New York State that had implemented one-to-one initiatives in their districts. The data was analyzed to develop findings to answer three research questions. The findings of this study indicate that educational leaders who have implemented one-to one student technology in their district recognize that it is not about the device but more about the learning. Teachers reported that one-to-one student technology devices do not replace quality instruction but rather see the devices as a tool to increase motivation and engagement. A formal assessment to gather data to determine the effectiveness of implementing one-to-one student technology devices is needed. </p><p> Conclusions from this study indicate that one-to-one student technology provide the opportunity for teachers to engage students in learning, differentiate and personalize learning, and allow students to be creators of their own learning. This study indicates that when implementing a one-to-one initiative, leaders who provide time for professional development through the creation of social networks of learning and technical support for student technology devices foster the successful implementation of a one-to-one initiative. Recommendations include supporting professional development on the ISTE standards, designing schedules that provide common time for teachers to learn about technology integration, requiring the inclusion of professional development for technology integration in district professional development plans and teacher and leader certification programs, and future studies. </p><p>

<p> The problem addressed in this study was the issue of technology integration in the classroom by alternate route teachers. The goal was to find a possible correlation between teacher personality and their ability to integrate technology. In this quantitative study, 174 completers from the New Pathways to Teaching New Jersey (NPTNJ) alternate route training program were surveyed to obtain information leading to the possible correlation between personality traits and technology integration skills. Of the surveys distributed, 141 had adequate qualifications, so only these were used. The key findings were that extraversion was positively correlated to technology integration skills and neuroticism was negatively correlated to technology integration skills. The results showed statistically significant positive correlations between completers who had a high score on the extravert personality trait and their proficiency in technology integration skills. Additionally, there was a statistically significant negative correlation between neuroticism and technology integration skills. The study showed there was no identifiable correlation between the personality traits of openness, conscientiousness, and agreeableness and technology integration ability. The implications of this study can be used to identify candidates who are likely to be successful at integrating technology into the classroom. Training modules and professional development can be developed to train teachers in the habits and characteristics associated with the extraversion personality trait and how to avoid the behaviors associated with neuroticism to increase the likelihood of technology integration in the classroom. Further research should be focused on other factors that may influence technology integration and alternate route teachers who completed the NPTNJ training program. </p><p>

<p> Mixed Reality is a technology quickly advancing and becoming more readily available to the average consumer. The continually improving availability of Mixed Reality technology is due to advancements with software platforms and integration of miniaturized hardware for mobile devices. Mixed Reality is becoming more available for use within higher education but limited data is available supporting the relevance and effectiveness of this technology for helping students to learn. </p><p> The intent of this study was purposed to explore how Mixed Reality influences learning within a Science, Technology, Engineering, and Mathematics (STEM) higher education program when learning within a Mixed Reality Learning Environment (MRLE). Mixed Reality Self-efficacy, student engagement, and student motivation were used as part of the Mixed Reality Self-efficacy, Engagement, and Motivation (MRSEM) survey. The MRSEM survey captured demographic information but primarily focused on the variables of self-efficacy, engagement, and motivation of post-secondary STEM students within a MRLE. </p><p> The results from this study provided data indicating how gender influences student acceptance of Mixed Reality, significant relationships among student engagement and student motivation when using Mixed Reality along with observed mobile device usage. These findings can provide administrators with useful information needed to target specific population groups to effectively integrate this new technology. Incorporating Mixed Reality as a learning resource is an approach if done correctly can reap benefits for all stakeholders involved. </p><p> The final outcome originating from the findings and observations resulted in the development of a best practices guide and recommendations for administrators and practitioners considering Mixed Reality. The guide and recommendations are intended for stakeholders within STEM areas of concentration considering this technology as a resource to improve instructional methods by engaging, motivating, retaining and ultimately improving a student&rsquo;s Mixed Reality Self-efficacy (MRSe).</p><p>

<p> Internet-based technologies have been the downfall of incumbents across numerous industries. This has not been the case in higher education, though unaccredited organizations that offer free- and low-cost online courses have the potential to disrupt low- and mid-tier colleges and universities that lack strong branding or regional advantages. This qualitative content analysis examined 410 articles from the academic trade press to describe the qualities of three companies that offer free and inexpensive online courses, StraighterLine, Udacity, and Coursera, to better understand their potential to disrupt for-profit colleges and universities. The four descriptive themes that emerged were: (a) credentialing issues, (b) the unbundling of higher education, (c) the development of online learning, and (d) single-course providers. Although distinct, the themes are interrelated and the growth of single-course providers, the unbundling of higher education, and the continued development of online learning will be affected by how credentialing issues are addressed by the regional accreditors. Employers are increasingly accepting micro-credentials from unaccredited, single-course providers that have significantly lower costs and a focused mission. The slow process of accrediting alternative providers, which some have argued is to protect incumbents, may actually speed up disruption. </p><p>

<p> <b>Purpose.</b> The purpose of this qualitative multiple-case study was to explore the challenges facing virtual school principals and how these leaders navigate these challenges. This study explored the experiences, practices, beliefs, and opinions of virtual school principals as they confront these challenges and lead their innovative schools. Theoretical Foundation. The work of Kouzes and Posner&rsquo;s (2012) 5 practices of exemplary leadership model and Bass&rsquo;s (1985) transformational leadership theory served as a theoretical foundation for this study. </p><p> <b>Methodology.</b> This study utilized a qualitative multiple-case study research method. Data were collected through semistructured, one-on-one interviews with 12 public, private, and charter virtual school principals from across California. </p><p> <b>Findings and Conclusions.</b> Following the data collection and data analysis process, the findings from this study confirm the results from a 2015 study conducted by Richardson, LaFrance, and Beck; however, the findings in this study indicated some notable differences in ranking from the 2015 study. Six additional challenges were also uncovered in this study. The study identified 6 essential skills and 6 ways in which virtual principals overcome challenges. These themes included being open to new ideas, taking positive risks, staying flexible, empowering staff, communicating effectively, serving stakeholders. Other themes included being a visionary leader, taking positive risks, learning from mistakes, staying mission-focused, trusting their followers, and empowering others. </p><p> <b>Recommendations.</b> As virtual school options continue to evolve, so too will the challenges that leaders face. In order for leaders meet these challenges, leaders must possess a number of essential skills to overcome these challenges. Practitioners should engage in regular, meaningful professional development centered on honing these essential skills. School boards and district office staff also need to demonstrate a continued commitment to providing virtual school leaders the necessary resources to successfully operate these schools. Finally, university administrator preparation programs need to include exposure to online learning leadership and offer virtual school leadership certification.</p><p>

<p> The purpose of this quantitative correlational study is to examine the relationship between three professional factors and the affective commitment of online adjunct faculty in a university located in the Southwestern United States. The three identified professional factors include: (1) the length of time they have been online adjunct faculty members for the university under study, (2) their current full-time employment status outside of their contract work with this university, and (3) the total number of online courses where they currently teach. Organizational commitment was the theoretical framework used as a basis for this study. Affective commitment was measured using the Three-Component Model Employee Commitment Survey. The results from Spearman&rsquo;s rank correlations did not identify any significant relationships between affective commitment and the length of time the online adjunct faculty member had worked for the university or the number of universities for which they currently teach (<i>p</i> = .359, <i>p</i> = .076). Additionally, the point biserial correlation coefficient did not identify a correlation between affective commitment and the outside work status of the online adjunct faculty member (<i>p</i> = .667). The results indicated that these experiential work factors do not have a relationship with affective commitment in online adjunct faculty members. </p><p>

<p> Reading is a fundamental skill that is used throughout life and across various content areas as a means of attaining knowledge. Students struggle with the ability to understand written text. The purpose of this quantitative quasi-experimental study was to determine the degree of effectiveness of computer-assisted instruction on improving the reading achievement skills of eighth-grade students. The sample drawn from a South Florida middle school was randomly assigned to two groups of students and tested at the beginning and end of a nine-week period with the Diagnostic Assessment Test in order to assess growth. One group of students received computer-assisted instruction. The second group of students received traditional instruction. Reading achievement scores of students in the group that received the computer-assisted instruction were lower than those of their peers at pretest. The reading achievement score of both groups of students were the same at posttest. The use of computer-assisted instruction during reading instruction did not result in an increase of reading comprehension. Implications, limitations, and recommendations based on these findings are provided.</p><p>

<p> The traditional face-to-face classroom is slowly losing its place in education as online learning becomes increasingly popular. With the growth of online learning, it falls to educators, administrators, and researchers to ensure students enrolled in online courses are being given an education equal to students enrolled in face-to-face courses. Beyond ensuring the students in online courses perform the same as their peers in traditional courses, students across all delivery systems need to be engaged. In this study, the effectiveness and perceived engagement of students between online and face-to-face courses were examined comparing outcomes, attendance, and withdrawal rates; and perceptions of engagement from the view of students and faculty. From the results, there was no significant difference in outcomes between online and face-to-face courses. There was a difference in withdrawal and attendance rates between online and face-to-face courses, and students indicated adequate engagement in online courses, but still showed a preference for face-to-face courses when available. Faculty members felt better able to engage with students in face-to-face courses, and some tools (discussion boards and social media) did not aid in meaningful engagement. Online learning cannot be considered a trend, and students in online course perform at least as well as students in face-to-face courses. As students become increasingly more comfortable with online learning, it is incumbent upon educators to find a path to meaningful online student engagement.</p><p>

Can action support cognition? Can direct touch support performance? Embodied interaction involving digital devices is based on the theory of grounded cognition. Embodied interaction with gestural interfaces involves more of our senses than traditional (mouse-based) interfaces, and in particular includes direct touch and physical movement, which are believed to help retain the knowledge that is being acquired. There is growing evidence that spontaneous gestures affect thought and possibly learning. The author was interested to explore whether designed gestures (for gestural interfaces) affect thought. It was hypothesized that the use of congruent gestures helps construct better mental representations and mental operations to solve problems (Gestural Conceptual Mapping). There is also evidence that physical manipulation of objects can benefit cognition and learning; it was therefore also hypothesized that manipulating objects through direct touch on the screen supports performance. These hypotheses were addressed by observing children's performance in arithmetic and numerical estimation. Arithmetic is a discrete task, and should be supported by discrete rather than continuous actions. Estimation is a continuous task, and should be supported by continuous rather than discrete actions. Children used either a gestural interface (multi-touch, e. g., iPad) or a traditional mouse interface. The actions either mapped congruently to the cognition (continuous action for estimation and discrete action for arithmetic), or not. If action supports cognition, children who use continuous actions for estimation or discrete actions for addition should perform better than children for whom the action-cognition mapping is less congruent. In addition, if manipulating the objects by touching them directly on the screen could yield a better performance, children who use a touch interface should perform better than children who use a mouse interface. The results confirmed the predictions.

Two studies were conducted to examine the use of grounded embodied pedagogy, construction of Imaginary Worlds (Study 1), and context of instructional materials (Study 2) for developing learners' Computational Thinking (CT) Skills and Concept knowledge during the construction of digital artifacts using Scratch, a block-based programming language. Utilizing a conceptual framework for grounded embodied pedagogy called Instructional Embodiment, learners physically enacted (Direct Embodiment) and mentally simulated (Imagined Embodiment) the actions and events as presented within pre-defined Scripts. Instructional Embodiment utilizes action, perception, and environment to create a dynamic, interactive teaching and learning scenario that builds upon previous research in embodied teaching and learning. The two studies described herein examined the effects of Instructional Embodiment, Imaginary World Construction, and Context on the development of specific Computational Thinking Concepts and Skills. In particular, certain CT Concepts, such as Conditionals, Variables, Thread Synchronization, Collision Detection, and Events, and CT Skills, such as abstraction and pattern recognition, were identified and measured within the learners' individual digital artifacts. Presence and/or frequency of these Concepts and Skills were used to determine the extent of Computational Thinking development. In Study 1, fifty-six sixth- and seventh-grade students participated in a fifteen-session curricular program during the academic school day. This study examined the type of instruction and continuity of Imaginary World Construction on the development of certain CT Skills and Concepts used in a visual novel created in Scratch. Main effects were found for learners who physically embodied the pre-defined instructional materials: embodying the pre-defined Scripts led to the learners using significantly more 'speech' Blocks in their projects and more Absolute Positioning Blocks for 'motion' than those who did not physically embody the same Scripts. Significant main effects were also found for continuity of Imaginary World Construction: learners who were instructed to continue the premise of the first digital artifact (Instructional Artifact) implemented significantly more computational structures in their second digital artifact (Unique Artifact) than those who were instructed to create a Unique Artifact with a premise of their own design. In Study 2, seventy-eight sixth- and seventh-grade students participated in a seventeen-session curricular program during the academic school day. This study examined the type of instruction and context of instructional materials on the development of CT Skills and Concepts during the construction of a video game using Scratch. Similar to Study 1, findings suggest that physically embodying the actions presented within the pre-defined instructional materials leads to greater implementation of many of these same structures during individual artifact construction. The study also showed that as the pre-defined Scripts become more complex (e.g. single-threaded to multi-threaded), the effect of physical embodiment on the development of CT Skills and complex CT Concept structures becomes less pronounced. Findings from this study also suggest that Context has a significant effect on identifying and implementing the CT Skill pattern recognition: learning CT Concepts from an Unfamiliar Context had a significant positive effect on the implementation of both Broadcast/Receive couplings and Conditional Logic and Operator patterns. In sum, the findings suggest that the type of instruction, the continuity of the Imaginary World being constructed, and the context of the instructional materials all play a significant role in the learners' ability to develop certain Computational Thinking Skills and Concept knowledge. The findings also suggest that a physically embodied approach to teaching abstract concepts that is grounded in an unfamiliar context is the most effective way to integrate a grounded embodied approach to pedagogy within a formal instructional setting.