<p> Few studies have investigated how university students in the United States or in other countries use smartphone technologies to support their learning. Much of the current research has investigated the general use mobile devices such as smartphones rather than identifying the specific applications used by university students to support their learning. In addition, there is a lack of research investigating the influence of institution, gender and culture on university students' use of smartphones to supporting their learning. The purpose of this study was to investigate how US university students and university students from Saudi Arabia use smartphone for learning in the undergraduate teacher education courses. A total of 249 undergraduate teacher education students from Montana State University and 320 undergraduate students from King Kahlid University, Saudi Arabia were surveyed to assess their use of smartphone applications to support their learning. Results from the 43 item smartphone survey found that MSU students reported using their smartphones "sometime to often" during class and outside of classroom setting while KKU students on the other hand reported using smartphones "Never or Rarely" during class or outside of class. The most frequent use of smartphones by MSU students reported was for communicating and collaborating with others by texting or through email. The most frequent uses of smartphones reported by KKU students during and outside of class were for "communicating with others by texting and "accessing course information". Although MSU and KKU students differed significantly on some of the items assessing smartphone use in and outside of the classroom, the differences were very small in magnitude. Both MSU and KKU students reported that they "never or rarely" observed others using their smartphones to dishonestly to complete assignments or during quizzes and exams. Results from this study indicate that smartphone applications are under utilized as a learning tool in higher education. As university students continue to have greater access to mobile devices, university faculty should consider ways to develop courses that are accessible by smartphones and other mobile devices to increase student learning opportunities.</p>

The online teaching skills and best practices of virtual classroom teachers| A mixed method Delphi study

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 194-203). Also available for download via the World Wide Web; free to University of Oregon users. Address: wwwlib.umi.com/cr/uoregon/fullcit?p3024527.

<p> The purpose of this study was to identify the perceptions of iEARN online facilitators with regards to successful online facilitator&rsquo;s roles and their current practice roles. Additionally, the study also attempted to identify the 5 top motivating and inhibiting factors that influence iEARN facilitators&rsquo; roles and affect their performance. The study revealed that iEARN facilitators generally possess a relatively high perception of the successful online facilitator roles. The results of the quantitative questionnaire used to collect data from 35 subjects also demonstrate that iEARN facilitators&rsquo; perception of their current practice of the successful roles do not match with their perceptions of successful facilitator roles. Moreover, the results also showed that iEARN facilitators view intrinsic incentives as the top motivating factors that influence their performance. The study also revealed the 5 top inhibiting factors as per the subjects of the study. This dissertation has helped to bridge the gap between what iEARN facilitators view as successful roles and what they actually do in reality along with the most influential motivating and inhibiting factors.</p>

<p> This qualitative, practitioner research study, conducted by a school leader-as-researcher, was designed to gain insight into instructional leadership and teacher learning through the perceptions of high school teachers participating in a voluntary, school-based, self-organized, self-directed, cross-curricular teacher learning group within a diocesan, Catholic secondary school setting. Using qualitative research methods to gather participant perceptions, the study explored the work of the group, its impact on participants in relation to self, students, colleagues, and the larger school family, and the role of the instructional leader in relationship with the group. Using lenses of instructional leadership, adult learning theory, the relationships between knowledge and practice, and professional/teacher learning communities, I analyzed the legitimacy of this particular type of teacher learning and highlighted leadership dilemmas that may be encountered when a voluntary teacher learning group self-directs. These conceptual frameworks also allowed opportunities to think about issues and practices that matter to an instructional leader and to challenge assumptions about teaching, learning, and leading within a strong, academic tradition in a resilient secondary setting. The inquiry provided a rich analysis of one context through which educational leaders may expand their understanding of teacher learning in different educational settings.</p>

<p> Professional learning communities (PLCs) have gained attention as an effective practice for supporting teachers and developing students since their inception in the early 1990s yet there is still work to be done in developing a blueprint for effective implementation in a pervasive culture of isolation and resistance, especially in secondary schools. While there is political, scholarly and practitioner interest in PLCs as a reform, few empirical studies explore the leadership implications of implementation. </p><p> The purpose of this qualitative phenomenological study was to investigate the lived experience of 6 secondary site leaders in the Southern California region as related to the implementing and sustainment PLCs at their sites. The purpose of this study was to glean the significant challenges and barriers faced by these sites as well as the effective strategies and tools to overcome those challenges as evidenced through the analysis and coding of 1-on-1 in-depth interviews with carefully selected PLC leaders. </p><p> 9 themes emerged during the analysis. There were 6 themes under Research Question # 1: (a) PLC steps were implemented to address low API scores, (b) lack of communication and collaboration prior to PLC implementation, (c) resources of time and money, (d) overcoming staff resistance, (e) the importance of a Leadership Team, and (f) building relationships. There were 3 themes under Research Question # 2: (a) facilitating ongoing communication and celebration, (b) using professional development to promote PLC work, and (c) using common practices for PLCs. </p><p> The study's findings suggest recommendation of several leadership strategies and resources that secondary site leaders should consider when implementing PLCs at their own sites.</p>

<p> The purpose of this quantitative descriptive survey research was to assess and describe the effect of technology training on career and technical education (CTE) teachers&rsquo; perceptions of computer self-efficacy and technology practices in a vocational school district in New Jersey. CTE schools prepare future citizens and workers for the challenges of a global technological society. Technology training is crucial to the success of CTE teachers who have the daunting task of better educating students and developing the highly technical skills and problem-solving abilities of workers to compete in the global marketplace. A purposive sample of 84 teachers who attended technology training in the district completed technology-based surveys and six teachers agreed to participate in an interview and classroom observation. Triangulation of the findings of the surveys, interviews, and classroom observations helped to validate the methods and lend important insights to CTE leaders on the effectiveness of technology training. Findings indicated that CTE teachers are using technology in the classroom, but not implementing at levels consistent with developing the higher order thinking and problem-solving skills of students. A practical suggestion for technology training designs included the use of adult learning theories and constructivism for improving the levels of technology implementation among CTE teachers. Recommendations of the study targeted annual technology assessments, post-secondary collaborative partnerships, and supportive leadership to address the needs and concerns of teachers.</p>

<p> This qualitative, phenomenological study explored the teacher perceived barriers of using mobile devices in the K-5 classroom. Research confirms teachers face various types of variables and become reluctant to use technology within their curriculum driven lessons. This study sought to understand what teachers perceive as barriers, and how the perceived barriers interfere with the daily instruction through mobile devices in all subject areas. The problem guiding the study was based on the fact that teachers are given mobile devices, but do not fully integrate them into the classroom instruction. The study used a purposive sample of 12 elementary teachers. The findings from the study were derived from interviews using open-ended questions and an observation. Both were used to gather data based on the lived experiences of the participants. The data was analyzed and the following themes were discovered: Time constraints, management issues, inadequate number of devices, professional development/training concerns, and lack of knowledge. These findings may provide school leaders with specific areas to address, possibly reduce, or eliminate the barriers that cause teachers to limit their use of mobile devices.</p>

<p>Despite Minnesota&rsquo;s investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the context of complexity theory, efficacy theory, transformational learning theory, structured teaching, and constructivism. A cross-section correlation survey research study was conducted to investigate the relationship of time spent in systematic professional development, type of professional development, rate of strategy inclusion, and confidence in literacy strategy inclusion in lesson design. Convenience sampling was employed to secure secondary teachers (<i>N</i> = 65) in public schools in Minnesota. The Spearman Rho Coefficient calculation was used to analyze these 4 variables; relationships were determined at (<i> p</i> &lt; .05) and (<i>p</i> &lt; .01) confidence levels. According to the results of the study, self-selected professional development is related to the frequency of literacy strategy use and confidence in literacy strategy use. Time in professional development is a critical issue in confidence of literacy strategy use. Recommendations for local districts include providing a menu of self-selected literacy professional development options. This study may impact social change through providing educators improved literacy instruction, resulting in more competent adult readers and informed decision-makers. </p>

<p> Online learning has become a prevalent method of instruction in higher education. There are many reasons for this change in pedagogy, including rapid developments in technology, as well as the logistic challenges of enrolling in college, such as commuting and coordinating work schedules. The quality of online instruction and its impact on teacher preparation, however, has yet to be fully investigated. The purpose of this study is to add to the existing literature regarding online learning and its use in teacher preparation. This study, more specifically, compared the effects of differentiated use of a specific online learning environment, the IRIS Center for Training Enhancements (http://iris.peabody.vanderbilt.edu/index.html), on knowledge of teacher candidates in two sections of a <i>Teaching Exceptional Learners</i> course for general education undergraduate and graduate teacher candidates. Pre- and post-instructional concept maps were used to measure growth in knowledge in this counterbalanced study. Results indicate both methods of instruction, in-class and at-home, with the IRIS modules are effective for increasing the knowledge base of general education teacher candidates. Analysis of the data showed no significant differences in learning between the two methods. While preference of methods differed, overall, participants felt the IRIS modules were beneficial and made an impact on their learning.</p>