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class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Kara Dawson</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://florida.academia.edu/">University of Florida</a>, <a class="u-tcGrayDarker" href="https://florida.academia.edu/Departments/School_of_Teaching_and_Learning/Documents">School of Teaching and Learning</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Kara" data-follow-user-id="34221602" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow 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class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="34221602">View All (6)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="34221602" href="https://www.academia.edu/Documents/in/Preservice_Teacher_Education"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://florida.academia.edu/KaraDawson","location":"/KaraDawson","scheme":"https","host":"florida.academia.edu","port":null,"pathname":"/KaraDawson","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" 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title="Papers"><span>119</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Online-Teaching-and-Learning" data-toggle="tab" href="#onlineteachingandlearning" role="tab" title="Online Teaching and Learning"><span>4</span> <span class="ds2-5-body-sm-bold">Online Teaching and Learning</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Kara Dawson</h3></div><div class="js-work-strip profile--work_container" data-work-id="85531975"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531975/Hybrid_or_Online_Doctoral_Programs_in_Educational_Technology"><img alt="Research paper thumbnail of Hybrid or Online Doctoral Programs in Educational Technology" class="work-thumbnail" src="https://attachments.academia-assets.com/90202976/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531975/Hybrid_or_Online_Doctoral_Programs_in_Educational_Technology">Hybrid or Online Doctoral Programs in Educational Technology</a></div><div class="wp-workCard_item"><span>TechTrends</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a 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href="https://www.academia.edu/85531974/How_mobile_app_developers_conceive_of_dyslexia_and_what_it_means_for_mobile_app_users">How mobile app developers conceive of dyslexia and what it means for mobile app users</a></div><div class="wp-workCard_item"><span>IxD&A</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia and examines how their developers conceive of dyslexia. Results suggest most developers use the word dyslexia to increase the visibility of their apps within digital distribution platforms but do not intentionally design with dyslexics in mind. Those developers intentionally designing for dyslexics often have accurate but simplistic and one-dimensional conceptions of dyslexia and, unfortunately, some also have misconceptions especially as related to the myth that dyslexia can be cured or outgrown. Although a small number of developers are collaborating with dyslexia experts to design their apps, the onus for determining the quality of most apps is left to users. Examples of curated resource repositories and evaluation rubrics for mobile apps are provided to support users in this endeavor.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5bba53ee7816e751490082490c4e400" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90202975,"asset_id":85531974,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90202975/download_file?st=MTczMjg0MjkxNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531974"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531974"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531974; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531974]").text(description); $(".js-view-count[data-work-id=85531974]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531974; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531974']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531974, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a5bba53ee7816e751490082490c4e400" } } $('.js-work-strip[data-work-id=85531974]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531974,"title":"How mobile app developers conceive of dyslexia and what it means for mobile app users","translated_title":"","metadata":{"abstract":"This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia and examines how their developers conceive of dyslexia. 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Prospective teachers’ use of Facebook and implications for teacher education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531972/Will_you_be_my_friend_Prospective_teachers_use_of_Facebook_and_implications_for_teacher_education">Will you be my friend? Prospective teachers’ use of Facebook and implications for teacher education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... (6) Preliminary qualitative analysis suggests Facebook appeared to act as an informal learnin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... (6) Preliminary qualitative analysis suggests Facebook appeared to act as an informal learning environment where prospective teachers learned about a wide variety of topics including religion and politics. Implication: Teacher education programs would be wise to explore ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531972"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531972"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531972; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531972]").text(description); $(".js-view-count[data-work-id=85531972]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531972; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531972']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531972, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=85531972]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531972,"title":"Will you be my friend? 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Specifically, the study investigates what kind of content, resources, or activities were developed online; how content, resources, or activities were enacted with students; and how blended learning practices differed across content areas. Findings revealed that the online components of these courses varied in how much they were enacted as designed; levels of online student activity; the amount of control students had over time, place, path, and/or pace; and whether the online components were oriented towards learning from technology or learning with technology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bae305f02920f1bf8c955abd4aa30f6f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90202977,"asset_id":85531971,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90202977/download_file?st=MTczMjg0MjkxNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531971"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531971"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531971; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531971]").text(description); $(".js-view-count[data-work-id=85531971]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531971; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531971']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531971, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bae305f02920f1bf8c955abd4aa30f6f" } } $('.js-work-strip[data-work-id=85531971]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531971,"title":"Design and Enactment of Online Components During Four Blended Learning Courses","translated_title":"","metadata":{"abstract":"This study investigated the ways in which four K-12 teachers, following professional development in blended learning, designed the online portion of their blended learning courses and how these online components were ultimately enacted with students. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531970"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531970/Investigating_how_multimedia_and_modality_design_principles_influence_student_learning_performance_satisfaction_mental_effort_and_visual_attention"><img alt="Research paper thumbnail of Investigating how multimedia and modality design principles influence student learning performance, satisfaction, mental effort, and visual attention" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531970/Investigating_how_multimedia_and_modality_design_principles_influence_student_learning_performance_satisfaction_mental_effort_and_visual_attention">Investigating how multimedia and modality design principles influence student learning performance, satisfaction, mental effort, and visual attention</a></div><div class="wp-workCard_item"><span>Journal of Educational Multimedia and Hypermedia</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531970"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531970"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531970; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531969"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531969/Preparing_Current_and_Future_Teachers_to_Teach_With_Technology"><img alt="Research paper thumbnail of Preparing Current and Future Teachers to Teach With Technology" class="work-thumbnail" src="https://attachments.academia-assets.com/90202972/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531969/Preparing_Current_and_Future_Teachers_to_Teach_With_Technology">Preparing Current and Future Teachers to Teach With Technology</a></div><div class="wp-workCard_item"><span>Journal of Computing in Teacher Education</span><span>, 2005</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recent research as well as local, state, and national mandates promote an increased role of techn...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recent research as well as local, state, and national mandates promote an increased role of technology in teaching and learning. In response to this call, K–12 institutions and colleges of education are faced with preparing current and future teachers to teach with technology. The current models of inservice and preservice teacher preparation with technology, although sometimes effective in developing technology skills, often fail to address numerous other issues related to integrating technology into the curriculum. One solution to these issues is for schools and universities to collaborate and improve teacher preparation simultaneously. This paper discusses issues with current technology and teacher preparation models, reasons for school-university collaborations, various models of school-university collaborations, and the positive results of these collaborations. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531967"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531967/The_influence_of_the_multimedia_and_modality_principles_on_the_learning_outcomes_satisfaction_and_mental_effort_of_college_students_with_and_without_dyslexia"><img alt="Research paper thumbnail of The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531967/The_influence_of_the_multimedia_and_modality_principles_on_the_learning_outcomes_satisfaction_and_mental_effort_of_college_students_with_and_without_dyslexia">The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia</a></div><div class="wp-workCard_item"><span>Annals of Dyslexia</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study was to examine the application of the multimedia and modality principle...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of N = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531967"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531967"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531967; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531967]").text(description); $(".js-view-count[data-work-id=85531967]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531967; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531967']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531967, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=85531967]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531967,"title":"The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia","translated_title":"","metadata":{"abstract":"The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of N = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia.","publisher":"Springer Science and Business Media LLC","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Annals of Dyslexia"},"translated_abstract":"The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of N = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia.","internal_url":"https://www.academia.edu/85531967/The_influence_of_the_multimedia_and_modality_principles_on_the_learning_outcomes_satisfaction_and_mental_effort_of_college_students_with_and_without_dyslexia","translated_internal_url":"","created_at":"2022-08-24T08:35:41.553-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34221602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_influence_of_the_multimedia_and_modality_principles_on_the_learning_outcomes_satisfaction_and_mental_effort_of_college_students_with_and_without_dyslexia","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":34221602,"first_name":"Kara","middle_initials":null,"last_name":"Dawson","page_name":"KaraDawson","domain_name":"florida","created_at":"2015-08-25T08:06:28.412-07:00","display_name":"Kara Dawson","url":"https://florida.academia.edu/KaraDawson"},"attachments":[],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences"}],"urls":[{"id":23313962,"url":"https://link.springer.com/content/pdf/10.1007/s11881-021-00219-z.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531966"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531966/Do_School_Levels_Matter_How_Elementary_Middle_and_High_School_Teachers_Differ_in_Their_Perceptions_and_Use_of_Technology"><img alt="Research paper thumbnail of Do School Levels Matter? How Elementary, Middle, and High School Teachers Differ in Their Perceptions and Use of Technology" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531966/Do_School_Levels_Matter_How_Elementary_Middle_and_High_School_Teachers_Differ_in_Their_Perceptions_and_Use_of_Technology">Do School Levels Matter? How Elementary, Middle, and High School Teachers Differ in Their Perceptions and Use of Technology</a></div><div class="wp-workCard_item"><span>Journal of Educational Technology Systems</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study used the Technology Use and Perceptions Survey to explore whether there are difference...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study used the Technology Use and Perceptions Survey to explore whether there are differences reported by teachers ( N = 1,287) from elementary, middle, and high schools from a single school district. A two-step data analysis process using multivariate analysis of variance and item-by-item analysis of variance was employed. We used our analyses to generate profiles for elementary, middle, and high school teachers and draw comparisons across these profiles in our discussion. In particular, high school teachers reported the lowest perception of technology’s value and the most infrequent use of technology integration strategies even though they reported their students used technology more frequently. Elementary teachers reported the most frequent use of technology integration strategies and the lowest satisfaction with the access and support they receive. This study supports the need for more research to adequately explore the role of school levels as these differences could prov...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531966"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531966"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531966; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531966]").text(description); $(".js-view-count[data-work-id=85531966]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531966; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531966']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531966, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=85531966]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531966,"title":"Do School Levels Matter? How Elementary, Middle, and High School Teachers Differ in Their Perceptions and Use of Technology","translated_title":"","metadata":{"abstract":"This study used the Technology Use and Perceptions Survey to explore whether there are differences reported by teachers ( N = 1,287) from elementary, middle, and high schools from a single school district. A two-step data analysis process using multivariate analysis of variance and item-by-item analysis of variance was employed. We used our analyses to generate profiles for elementary, middle, and high school teachers and draw comparisons across these profiles in our discussion. In particular, high school teachers reported the lowest perception of technology’s value and the most infrequent use of technology integration strategies even though they reported their students used technology more frequently. Elementary teachers reported the most frequent use of technology integration strategies and the lowest satisfaction with the access and support they receive. This study supports the need for more research to adequately explore the role of school levels as these differences could prov...","publisher":"SAGE Publications","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Journal of Educational Technology Systems"},"translated_abstract":"This study used the Technology Use and Perceptions Survey to explore whether there are differences reported by teachers ( N = 1,287) from elementary, middle, and high schools from a single school district. A two-step data analysis process using multivariate analysis of variance and item-by-item analysis of variance was employed. We used our analyses to generate profiles for elementary, middle, and high school teachers and draw comparisons across these profiles in our discussion. In particular, high school teachers reported the lowest perception of technology’s value and the most infrequent use of technology integration strategies even though they reported their students used technology more frequently. Elementary teachers reported the most frequent use of technology integration strategies and the lowest satisfaction with the access and support they receive. This study supports the need for more research to adequately explore the role of school levels as these differences could prov...","internal_url":"https://www.academia.edu/85531966/Do_School_Levels_Matter_How_Elementary_Middle_and_High_School_Teachers_Differ_in_Their_Perceptions_and_Use_of_Technology","translated_internal_url":"","created_at":"2022-08-24T08:35:41.315-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34221602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Do_School_Levels_Matter_How_Elementary_Middle_and_High_School_Teachers_Differ_in_Their_Perceptions_and_Use_of_Technology","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":34221602,"first_name":"Kara","middle_initials":null,"last_name":"Dawson","page_name":"KaraDawson","domain_name":"florida","created_at":"2015-08-25T08:06:28.412-07:00","display_name":"Kara Dawson","url":"https://florida.academia.edu/KaraDawson"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":3742089,"name":"Educational Technology Systems","url":"https://www.academia.edu/Documents/in/Educational_Technology_Systems"}],"urls":[{"id":23313961,"url":"http://journals.sagepub.com/doi/pdf/10.1177/0047239520961339"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531965"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531965/Exploring_the_influence_of_teachers_beliefs_and_3D_printing_integrated_STEM_instruction_on_students_STEM_motivation"><img alt="Research paper thumbnail of Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531965/Exploring_the_influence_of_teachers_beliefs_and_3D_printing_integrated_STEM_instruction_on_students_STEM_motivation">Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation</a></div><div class="wp-workCard_item"><span>Computers &amp; Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract As an emerging technology in K-12 education, 3D printing has gained much attention from ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract As an emerging technology in K-12 education, 3D printing has gained much attention from educators and researchers. However, meaningful 3D printing integration in K-12 curricula is still scarce, and little is known about how teachers&#39; beliefs and the integration in science classrooms may influence student motivation. This study examined the influence of teachers&#39; beliefs and 3D printing integration in science classrooms on students&#39; science, technology, engineering, and mathematics (STEM) motivation, which is essential for students&#39; academic experiences and future careers. Study sample included 26 teachers across 6 states in the U.S. and 1,501 students who engaged with STEM learning using 3D printing in the context of paleontology. Teachers&#39; lesson plans were analyzed to examine 3D printing and STEM integration levels. Teachers&#39; beliefs and students&#39; STEM motivation were assessed with previously validated scales. Multilevel modeling analyses indicated that while teachers&#39; beliefs and 3D printing integration levels were non-significant predictors, teachers&#39; STEM integration levels positively predicted students’ math motivation. Interaction effects were observed between student variables (student gender and pretest scores) and teacher variables (teacher beliefs and 3D printing integration). This study provides implications for both 3D printing integration practice and future research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531965"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531965"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531965; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531965]").text(description); $(".js-view-count[data-work-id=85531965]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531965; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531965']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531965, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=85531965]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531965,"title":"Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation","translated_title":"","metadata":{"abstract":"Abstract As an emerging technology in K-12 education, 3D printing has gained much attention from educators and researchers. However, meaningful 3D printing integration in K-12 curricula is still scarce, and little is known about how teachers\u0026#39; beliefs and the integration in science classrooms may influence student motivation. This study examined the influence of teachers\u0026#39; beliefs and 3D printing integration in science classrooms on students\u0026#39; science, technology, engineering, and mathematics (STEM) motivation, which is essential for students\u0026#39; academic experiences and future careers. Study sample included 26 teachers across 6 states in the U.S. and 1,501 students who engaged with STEM learning using 3D printing in the context of paleontology. Teachers\u0026#39; lesson plans were analyzed to examine 3D printing and STEM integration levels. Teachers\u0026#39; beliefs and students\u0026#39; STEM motivation were assessed with previously validated scales. Multilevel modeling analyses indicated that while teachers\u0026#39; beliefs and 3D printing integration levels were non-significant predictors, teachers\u0026#39; STEM integration levels positively predicted students’ math motivation. Interaction effects were observed between student variables (student gender and pretest scores) and teacher variables (teacher beliefs and 3D printing integration). This study provides implications for both 3D printing integration practice and future research.","publisher":"Elsevier BV","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Computers \u0026amp; Education"},"translated_abstract":"Abstract As an emerging technology in K-12 education, 3D printing has gained much attention from educators and researchers. However, meaningful 3D printing integration in K-12 curricula is still scarce, and little is known about how teachers\u0026#39; beliefs and the integration in science classrooms may influence student motivation. This study examined the influence of teachers\u0026#39; beliefs and 3D printing integration in science classrooms on students\u0026#39; science, technology, engineering, and mathematics (STEM) motivation, which is essential for students\u0026#39; academic experiences and future careers. Study sample included 26 teachers across 6 states in the U.S. and 1,501 students who engaged with STEM learning using 3D printing in the context of paleontology. Teachers\u0026#39; lesson plans were analyzed to examine 3D printing and STEM integration levels. Teachers\u0026#39; beliefs and students\u0026#39; STEM motivation were assessed with previously validated scales. Multilevel modeling analyses indicated that while teachers\u0026#39; beliefs and 3D printing integration levels were non-significant predictors, teachers\u0026#39; STEM integration levels positively predicted students’ math motivation. Interaction effects were observed between student variables (student gender and pretest scores) and teacher variables (teacher beliefs and 3D printing integration). 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(Advancing Technology)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531960/Using_Digital_Video_to_Study_History_Advancing_Technology_">Using Digital Video to Study History. (Advancing Technology)</a></div><div class="wp-workCard_item"><span>Social Education</span><span>, Apr 1, 2003</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">THE MIDDLE SCHOOL YEARS are critical to the cognitive, social, and emotional development of stude...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">THE MIDDLE SCHOOL YEARS are critical to the cognitive, social, and emotional development of students. Hence, many schools implement various strategies to deal with the complexities associated with this age group. Beyond placing strong emphasis on high-quality learning in traditional academic areas, middle school educators strive to develop and support the whole child. There are different ways in which schools address these issues, such as through the Character Counts Program, Canada&#39;s PREPARE program, (1) Sean Covey&#39;s 7 Habits of Highly Effective Teens, (2) or by placing an overall emphasis on the whole student using Gardner&#39;s Multiple Intelligences (3) and other learning theories. In addition, local communities believe that a major function of schools is to prepare students to be contributing members of a society that uses an abundance of technology, according to a recent Phi Delta Kappa/Gallup Poll. (4) Therefore, middle schools are also integrating educational technologies into daily teaching and learning environments. This integration benefits the students not only because they are learning to use the technology for learning but also because they are being trained to function in a technological society. The social studies classroom is one area in which a rich mixture of educational technologies can be used to enhance student learning. This article briefly focuses on the use of educational technologies as a mindtool for students, examines the power of using video, describes the use of video in a combined social studies and science sixth grade classroom, and discusses the benefits and barriers to the use of such educational technologies. Educational Technologies as Mindtools David H. Jonassen writes about the power of using mindtools as a significant part of the learning process. He notes that the term mindtool is a concept and not a simple definition. &quot;Mindtools are computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher order thinking.&quot; (5) Mindtools use programs that tend to be available to most schools, such as spreadsheets, databases, and concept mapping programs. When using mindtools, students learn with computers instead of about computers or from computers. That is, the computer application, the mindtool, performs tasks that it can perform better than humans can while the human is freed up from a computational burden to be able to think critically about the concept. Mindtools can act as devices that encourage and stimulate critical thinking. Hence, mindtools represent a constructivist approach because students are actively representing, manipulating, and reflecting on a concept. Students are participating in a learning environment in which they, not the teacher, create the knowledge. &quot;Teachers can capitalize on children&#39;s natural enthusiasm for learning by making their classrooms places where students explore important and meaningful questions.&quot; (6) The Power of Video as a Mindtool Video production can function as a mindtool that promotes critical inquiry and motivates students. It can serve as a powerful visualization tool that helps learners convey meaning and make their messages more easily interpreted by others. In addition, video production allows students to better understand concepts in the designing and producing of videos. Producing videos forces students to grapple with the complexities of critical issues in order to document them before presenting the issues to others. This helps students understand the depth and breadth of a concept as well as helping them think about how to communicate their understanding of the material. In one study, fourteen- and fifteen-year-old science students took a video illustrating the concept of light, which was originally produced in Spanish, and wrote a script in English for their peers. …</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531960"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531960"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531960; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531960]").text(description); $(".js-view-count[data-work-id=85531960]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531960; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531960']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531960, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=85531960]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531960,"title":"Using Digital Video to Study History. 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In addition, local communities believe that a major function of schools is to prepare students to be contributing members of a society that uses an abundance of technology, according to a recent Phi Delta Kappa/Gallup Poll. (4) Therefore, middle schools are also integrating educational technologies into daily teaching and learning environments. This integration benefits the students not only because they are learning to use the technology for learning but also because they are being trained to function in a technological society. The social studies classroom is one area in which a rich mixture of educational technologies can be used to enhance student learning. This article briefly focuses on the use of educational technologies as a mindtool for students, examines the power of using video, describes the use of video in a combined social studies and science sixth grade classroom, and discusses the benefits and barriers to the use of such educational technologies. Educational Technologies as Mindtools David H. Jonassen writes about the power of using mindtools as a significant part of the learning process. He notes that the term mindtool is a concept and not a simple definition. \u0026quot;Mindtools are computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher order thinking.\u0026quot; (5) Mindtools use programs that tend to be available to most schools, such as spreadsheets, databases, and concept mapping programs. When using mindtools, students learn with computers instead of about computers or from computers. That is, the computer application, the mindtool, performs tasks that it can perform better than humans can while the human is freed up from a computational burden to be able to think critically about the concept. Mindtools can act as devices that encourage and stimulate critical thinking. Hence, mindtools represent a constructivist approach because students are actively representing, manipulating, and reflecting on a concept. Students are participating in a learning environment in which they, not the teacher, create the knowledge. \u0026quot;Teachers can capitalize on children\u0026#39;s natural enthusiasm for learning by making their classrooms places where students explore important and meaningful questions.\u0026quot; (6) The Power of Video as a Mindtool Video production can function as a mindtool that promotes critical inquiry and motivates students. It can serve as a powerful visualization tool that helps learners convey meaning and make their messages more easily interpreted by others. In addition, video production allows students to better understand concepts in the designing and producing of videos. Producing videos forces students to grapple with the complexities of critical issues in order to document them before presenting the issues to others. This helps students understand the depth and breadth of a concept as well as helping them think about how to communicate their understanding of the material. In one study, fourteen- and fifteen-year-old science students took a video illustrating the concept of light, which was originally produced in Spanish, and wrote a script in English for their peers. …","publication_date":{"day":1,"month":4,"year":2003,"errors":{}},"publication_name":"Social Education"},"translated_abstract":"THE MIDDLE SCHOOL YEARS are critical to the cognitive, social, and emotional development of students. Hence, many schools implement various strategies to deal with the complexities associated with this age group. Beyond placing strong emphasis on high-quality learning in traditional academic areas, middle school educators strive to develop and support the whole child. There are different ways in which schools address these issues, such as through the Character Counts Program, Canada\u0026#39;s PREPARE program, (1) Sean Covey\u0026#39;s 7 Habits of Highly Effective Teens, (2) or by placing an overall emphasis on the whole student using Gardner\u0026#39;s Multiple Intelligences (3) and other learning theories. In addition, local communities believe that a major function of schools is to prepare students to be contributing members of a society that uses an abundance of technology, according to a recent Phi Delta Kappa/Gallup Poll. (4) Therefore, middle schools are also integrating educational technologies into daily teaching and learning environments. This integration benefits the students not only because they are learning to use the technology for learning but also because they are being trained to function in a technological society. The social studies classroom is one area in which a rich mixture of educational technologies can be used to enhance student learning. This article briefly focuses on the use of educational technologies as a mindtool for students, examines the power of using video, describes the use of video in a combined social studies and science sixth grade classroom, and discusses the benefits and barriers to the use of such educational technologies. Educational Technologies as Mindtools David H. Jonassen writes about the power of using mindtools as a significant part of the learning process. 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Students are participating in a learning environment in which they, not the teacher, create the knowledge. \u0026quot;Teachers can capitalize on children\u0026#39;s natural enthusiasm for learning by making their classrooms places where students explore important and meaningful questions.\u0026quot; (6) The Power of Video as a Mindtool Video production can function as a mindtool that promotes critical inquiry and motivates students. It can serve as a powerful visualization tool that helps learners convey meaning and make their messages more easily interpreted by others. In addition, video production allows students to better understand concepts in the designing and producing of videos. Producing videos forces students to grapple with the complexities of critical issues in order to document them before presenting the issues to others. 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href="https://www.academia.edu/85531974/How_mobile_app_developers_conceive_of_dyslexia_and_what_it_means_for_mobile_app_users">How mobile app developers conceive of dyslexia and what it means for mobile app users</a></div><div class="wp-workCard_item"><span>IxD&A</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia and examines how their developers conceive of dyslexia. Results suggest most developers use the word dyslexia to increase the visibility of their apps within digital distribution platforms but do not intentionally design with dyslexics in mind. Those developers intentionally designing for dyslexics often have accurate but simplistic and one-dimensional conceptions of dyslexia and, unfortunately, some also have misconceptions especially as related to the myth that dyslexia can be cured or outgrown. Although a small number of developers are collaborating with dyslexia experts to design their apps, the onus for determining the quality of most apps is left to users. Examples of curated resource repositories and evaluation rubrics for mobile apps are provided to support users in this endeavor.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5bba53ee7816e751490082490c4e400" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90202975,"asset_id":85531974,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90202975/download_file?st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&st=MTczMjg0MjkxNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531974"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531974"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531974; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531974]").text(description); $(".js-view-count[data-work-id=85531974]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531974; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531974']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531974, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a5bba53ee7816e751490082490c4e400" } } $('.js-work-strip[data-work-id=85531974]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531974,"title":"How mobile app developers conceive of dyslexia and what it means for mobile app users","translated_title":"","metadata":{"abstract":"This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia and examines how their developers conceive of dyslexia. 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(6) Preliminary qualitative analysis suggests Facebook appeared to act as an informal learnin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... (6) Preliminary qualitative analysis suggests Facebook appeared to act as an informal learning environment where prospective teachers learned about a wide variety of topics including religion and politics. Implication: Teacher education programs would be wise to explore ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531972"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531972"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531972; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531972]").text(description); $(".js-view-count[data-work-id=85531972]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531972; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531972']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531972, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=85531972]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531972,"title":"Will you be my friend? 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Implication: Teacher education programs would be wise to explore ...","internal_url":"https://www.academia.edu/85531972/Will_you_be_my_friend_Prospective_teachers_use_of_Facebook_and_implications_for_teacher_education","translated_internal_url":"","created_at":"2022-08-24T08:35:42.455-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34221602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Will_you_be_my_friend_Prospective_teachers_use_of_Facebook_and_implications_for_teacher_education","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":34221602,"first_name":"Kara","middle_initials":null,"last_name":"Dawson","page_name":"KaraDawson","domain_name":"florida","created_at":"2015-08-25T08:06:28.412-07:00","display_name":"Kara Dawson","url":"https://florida.academia.edu/KaraDawson"},"attachments":[],"research_interests":[{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":7210,"name":"Technology in Teacher Education","url":"https://www.academia.edu/Documents/in/Technology_in_Teacher_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531971"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531971/Design_and_Enactment_of_Online_Components_During_Four_Blended_Learning_Courses"><img alt="Research paper thumbnail of Design and Enactment of Online Components During Four Blended Learning Courses" class="work-thumbnail" src="https://attachments.academia-assets.com/90202977/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531971/Design_and_Enactment_of_Online_Components_During_Four_Blended_Learning_Courses">Design and Enactment of Online Components During Four Blended Learning Courses</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigated the ways in which four K-12 teachers, following professional development ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigated the ways in which four K-12 teachers, following professional development in blended learning, designed the online portion of their blended learning courses and how these online components were ultimately enacted with students. Specifically, the study investigates what kind of content, resources, or activities were developed online; how content, resources, or activities were enacted with students; and how blended learning practices differed across content areas. Findings revealed that the online components of these courses varied in how much they were enacted as designed; levels of online student activity; the amount of control students had over time, place, path, and/or pace; and whether the online components were oriented towards learning from technology or learning with technology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bae305f02920f1bf8c955abd4aa30f6f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90202977,"asset_id":85531971,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90202977/download_file?st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&st=MTczMjg0MjkxNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531971"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531971"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531971; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531971]").text(description); $(".js-view-count[data-work-id=85531971]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531971; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531971']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531971, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bae305f02920f1bf8c955abd4aa30f6f" } } $('.js-work-strip[data-work-id=85531971]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531971,"title":"Design and Enactment of Online Components During Four Blended Learning Courses","translated_title":"","metadata":{"abstract":"This study investigated the ways in which four K-12 teachers, following professional development in blended learning, designed the online portion of their blended learning courses and how these online components were ultimately enacted with students. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531970"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531970/Investigating_how_multimedia_and_modality_design_principles_influence_student_learning_performance_satisfaction_mental_effort_and_visual_attention"><img alt="Research paper thumbnail of Investigating how multimedia and modality design principles influence student learning performance, satisfaction, mental effort, and visual attention" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531970/Investigating_how_multimedia_and_modality_design_principles_influence_student_learning_performance_satisfaction_mental_effort_and_visual_attention">Investigating how multimedia and modality design principles influence student learning performance, satisfaction, mental effort, and visual attention</a></div><div class="wp-workCard_item"><span>Journal of Educational Multimedia and Hypermedia</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531970"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531970"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531970; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531970]").text(description); $(".js-view-count[data-work-id=85531970]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531970; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531970']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531970, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=85531970]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531970,"title":"Investigating how multimedia and modality design principles influence student learning performance, satisfaction, mental effort, and visual attention","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Journal of Educational Multimedia and Hypermedia"},"translated_abstract":null,"internal_url":"https://www.academia.edu/85531970/Investigating_how_multimedia_and_modality_design_principles_influence_student_learning_performance_satisfaction_mental_effort_and_visual_attention","translated_internal_url":"","created_at":"2022-08-24T08:35:42.064-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34221602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Investigating_how_multimedia_and_modality_design_principles_influence_student_learning_performance_satisfaction_mental_effort_and_visual_attention","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":34221602,"first_name":"Kara","middle_initials":null,"last_name":"Dawson","page_name":"KaraDawson","domain_name":"florida","created_at":"2015-08-25T08:06:28.412-07:00","display_name":"Kara Dawson","url":"https://florida.academia.edu/KaraDawson"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531969"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531969/Preparing_Current_and_Future_Teachers_to_Teach_With_Technology"><img alt="Research paper thumbnail of Preparing Current and Future Teachers to Teach With Technology" class="work-thumbnail" src="https://attachments.academia-assets.com/90202972/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531969/Preparing_Current_and_Future_Teachers_to_Teach_With_Technology">Preparing Current and Future Teachers to Teach With Technology</a></div><div class="wp-workCard_item"><span>Journal of Computing in Teacher Education</span><span>, 2005</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recent research as well as local, state, and national mandates promote an increased role of techn...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recent research as well as local, state, and national mandates promote an increased role of technology in teaching and learning. In response to this call, K–12 institutions and colleges of education are faced with preparing current and future teachers to teach with technology. The current models of inservice and preservice teacher preparation with technology, although sometimes effective in developing technology skills, often fail to address numerous other issues related to integrating technology into the curriculum. One solution to these issues is for schools and universities to collaborate and improve teacher preparation simultaneously. This paper discusses issues with current technology and teacher preparation models, reasons for school-university collaborations, various models of school-university collaborations, and the positive results of these collaborations. This paper also provides a much needed categorization system that enables teacher educators to explore matters related...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1821417c299d9631d8063f928616bfe3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90202972,"asset_id":85531969,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90202972/download_file?st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&st=MTczMjg0MjkxNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531969"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531969"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531969; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531969]").text(description); $(".js-view-count[data-work-id=85531969]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531969; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531969']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531969, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1821417c299d9631d8063f928616bfe3" } } $('.js-work-strip[data-work-id=85531969]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531969,"title":"Preparing Current and Future Teachers to Teach With Technology","translated_title":"","metadata":{"abstract":"Recent research as well as local, state, and national mandates promote an increased role of technology in teaching and learning. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531967"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531967/The_influence_of_the_multimedia_and_modality_principles_on_the_learning_outcomes_satisfaction_and_mental_effort_of_college_students_with_and_without_dyslexia"><img alt="Research paper thumbnail of The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531967/The_influence_of_the_multimedia_and_modality_principles_on_the_learning_outcomes_satisfaction_and_mental_effort_of_college_students_with_and_without_dyslexia">The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia</a></div><div class="wp-workCard_item"><span>Annals of Dyslexia</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study was to examine the application of the multimedia and modality principle...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of N = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531967"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531967"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531967; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531967]").text(description); $(".js-view-count[data-work-id=85531967]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531967; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531967']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531967, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=85531967]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531967,"title":"The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia","translated_title":"","metadata":{"abstract":"The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of N = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia.","publisher":"Springer Science and Business Media LLC","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Annals of Dyslexia"},"translated_abstract":"The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of N = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia.","internal_url":"https://www.academia.edu/85531967/The_influence_of_the_multimedia_and_modality_principles_on_the_learning_outcomes_satisfaction_and_mental_effort_of_college_students_with_and_without_dyslexia","translated_internal_url":"","created_at":"2022-08-24T08:35:41.553-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34221602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_influence_of_the_multimedia_and_modality_principles_on_the_learning_outcomes_satisfaction_and_mental_effort_of_college_students_with_and_without_dyslexia","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":34221602,"first_name":"Kara","middle_initials":null,"last_name":"Dawson","page_name":"KaraDawson","domain_name":"florida","created_at":"2015-08-25T08:06:28.412-07:00","display_name":"Kara Dawson","url":"https://florida.academia.edu/KaraDawson"},"attachments":[],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences"}],"urls":[{"id":23313962,"url":"https://link.springer.com/content/pdf/10.1007/s11881-021-00219-z.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531966"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531966/Do_School_Levels_Matter_How_Elementary_Middle_and_High_School_Teachers_Differ_in_Their_Perceptions_and_Use_of_Technology"><img alt="Research paper thumbnail of Do School Levels Matter? How Elementary, Middle, and High School Teachers Differ in Their Perceptions and Use of Technology" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531966/Do_School_Levels_Matter_How_Elementary_Middle_and_High_School_Teachers_Differ_in_Their_Perceptions_and_Use_of_Technology">Do School Levels Matter? How Elementary, Middle, and High School Teachers Differ in Their Perceptions and Use of Technology</a></div><div class="wp-workCard_item"><span>Journal of Educational Technology Systems</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study used the Technology Use and Perceptions Survey to explore whether there are difference...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study used the Technology Use and Perceptions Survey to explore whether there are differences reported by teachers ( N = 1,287) from elementary, middle, and high schools from a single school district. A two-step data analysis process using multivariate analysis of variance and item-by-item analysis of variance was employed. We used our analyses to generate profiles for elementary, middle, and high school teachers and draw comparisons across these profiles in our discussion. In particular, high school teachers reported the lowest perception of technology’s value and the most infrequent use of technology integration strategies even though they reported their students used technology more frequently. Elementary teachers reported the most frequent use of technology integration strategies and the lowest satisfaction with the access and support they receive. This study supports the need for more research to adequately explore the role of school levels as these differences could prov...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531966"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531966"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531966; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531966]").text(description); $(".js-view-count[data-work-id=85531966]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531966; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531966']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531966, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=85531966]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531966,"title":"Do School Levels Matter? How Elementary, Middle, and High School Teachers Differ in Their Perceptions and Use of Technology","translated_title":"","metadata":{"abstract":"This study used the Technology Use and Perceptions Survey to explore whether there are differences reported by teachers ( N = 1,287) from elementary, middle, and high schools from a single school district. A two-step data analysis process using multivariate analysis of variance and item-by-item analysis of variance was employed. We used our analyses to generate profiles for elementary, middle, and high school teachers and draw comparisons across these profiles in our discussion. In particular, high school teachers reported the lowest perception of technology’s value and the most infrequent use of technology integration strategies even though they reported their students used technology more frequently. Elementary teachers reported the most frequent use of technology integration strategies and the lowest satisfaction with the access and support they receive. This study supports the need for more research to adequately explore the role of school levels as these differences could prov...","publisher":"SAGE Publications","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Journal of Educational Technology Systems"},"translated_abstract":"This study used the Technology Use and Perceptions Survey to explore whether there are differences reported by teachers ( N = 1,287) from elementary, middle, and high schools from a single school district. A two-step data analysis process using multivariate analysis of variance and item-by-item analysis of variance was employed. We used our analyses to generate profiles for elementary, middle, and high school teachers and draw comparisons across these profiles in our discussion. In particular, high school teachers reported the lowest perception of technology’s value and the most infrequent use of technology integration strategies even though they reported their students used technology more frequently. Elementary teachers reported the most frequent use of technology integration strategies and the lowest satisfaction with the access and support they receive. This study supports the need for more research to adequately explore the role of school levels as these differences could prov...","internal_url":"https://www.academia.edu/85531966/Do_School_Levels_Matter_How_Elementary_Middle_and_High_School_Teachers_Differ_in_Their_Perceptions_and_Use_of_Technology","translated_internal_url":"","created_at":"2022-08-24T08:35:41.315-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34221602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Do_School_Levels_Matter_How_Elementary_Middle_and_High_School_Teachers_Differ_in_Their_Perceptions_and_Use_of_Technology","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":34221602,"first_name":"Kara","middle_initials":null,"last_name":"Dawson","page_name":"KaraDawson","domain_name":"florida","created_at":"2015-08-25T08:06:28.412-07:00","display_name":"Kara Dawson","url":"https://florida.academia.edu/KaraDawson"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":3742089,"name":"Educational Technology Systems","url":"https://www.academia.edu/Documents/in/Educational_Technology_Systems"}],"urls":[{"id":23313961,"url":"http://journals.sagepub.com/doi/pdf/10.1177/0047239520961339"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531965"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531965/Exploring_the_influence_of_teachers_beliefs_and_3D_printing_integrated_STEM_instruction_on_students_STEM_motivation"><img alt="Research paper thumbnail of Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531965/Exploring_the_influence_of_teachers_beliefs_and_3D_printing_integrated_STEM_instruction_on_students_STEM_motivation">Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation</a></div><div class="wp-workCard_item"><span>Computers &amp; Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract As an emerging technology in K-12 education, 3D printing has gained much attention from ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract As an emerging technology in K-12 education, 3D printing has gained much attention from educators and researchers. However, meaningful 3D printing integration in K-12 curricula is still scarce, and little is known about how teachers&#39; beliefs and the integration in science classrooms may influence student motivation. This study examined the influence of teachers&#39; beliefs and 3D printing integration in science classrooms on students&#39; science, technology, engineering, and mathematics (STEM) motivation, which is essential for students&#39; academic experiences and future careers. Study sample included 26 teachers across 6 states in the U.S. and 1,501 students who engaged with STEM learning using 3D printing in the context of paleontology. Teachers&#39; lesson plans were analyzed to examine 3D printing and STEM integration levels. Teachers&#39; beliefs and students&#39; STEM motivation were assessed with previously validated scales. Multilevel modeling analyses indicated that while teachers&#39; beliefs and 3D printing integration levels were non-significant predictors, teachers&#39; STEM integration levels positively predicted students’ math motivation. Interaction effects were observed between student variables (student gender and pretest scores) and teacher variables (teacher beliefs and 3D printing integration). This study provides implications for both 3D printing integration practice and future research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531965"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531965"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531965; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531965]").text(description); $(".js-view-count[data-work-id=85531965]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531965; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531965']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531965, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=85531965]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531965,"title":"Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation","translated_title":"","metadata":{"abstract":"Abstract As an emerging technology in K-12 education, 3D printing has gained much attention from educators and researchers. However, meaningful 3D printing integration in K-12 curricula is still scarce, and little is known about how teachers\u0026#39; beliefs and the integration in science classrooms may influence student motivation. This study examined the influence of teachers\u0026#39; beliefs and 3D printing integration in science classrooms on students\u0026#39; science, technology, engineering, and mathematics (STEM) motivation, which is essential for students\u0026#39; academic experiences and future careers. Study sample included 26 teachers across 6 states in the U.S. and 1,501 students who engaged with STEM learning using 3D printing in the context of paleontology. Teachers\u0026#39; lesson plans were analyzed to examine 3D printing and STEM integration levels. Teachers\u0026#39; beliefs and students\u0026#39; STEM motivation were assessed with previously validated scales. Multilevel modeling analyses indicated that while teachers\u0026#39; beliefs and 3D printing integration levels were non-significant predictors, teachers\u0026#39; STEM integration levels positively predicted students’ math motivation. Interaction effects were observed between student variables (student gender and pretest scores) and teacher variables (teacher beliefs and 3D printing integration). This study provides implications for both 3D printing integration practice and future research.","publisher":"Elsevier BV","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Computers \u0026amp; Education"},"translated_abstract":"Abstract As an emerging technology in K-12 education, 3D printing has gained much attention from educators and researchers. However, meaningful 3D printing integration in K-12 curricula is still scarce, and little is known about how teachers\u0026#39; beliefs and the integration in science classrooms may influence student motivation. This study examined the influence of teachers\u0026#39; beliefs and 3D printing integration in science classrooms on students\u0026#39; science, technology, engineering, and mathematics (STEM) motivation, which is essential for students\u0026#39; academic experiences and future careers. Study sample included 26 teachers across 6 states in the U.S. and 1,501 students who engaged with STEM learning using 3D printing in the context of paleontology. Teachers\u0026#39; lesson plans were analyzed to examine 3D printing and STEM integration levels. Teachers\u0026#39; beliefs and students\u0026#39; STEM motivation were assessed with previously validated scales. Multilevel modeling analyses indicated that while teachers\u0026#39; beliefs and 3D printing integration levels were non-significant predictors, teachers\u0026#39; STEM integration levels positively predicted students’ math motivation. Interaction effects were observed between student variables (student gender and pretest scores) and teacher variables (teacher beliefs and 3D printing integration). This study provides implications for both 3D printing integration practice and future research.","internal_url":"https://www.academia.edu/85531965/Exploring_the_influence_of_teachers_beliefs_and_3D_printing_integrated_STEM_instruction_on_students_STEM_motivation","translated_internal_url":"","created_at":"2022-08-24T08:35:41.073-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34221602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Exploring_the_influence_of_teachers_beliefs_and_3D_printing_integrated_STEM_instruction_on_students_STEM_motivation","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":34221602,"first_name":"Kara","middle_initials":null,"last_name":"Dawson","page_name":"KaraDawson","domain_name":"florida","created_at":"2015-08-25T08:06:28.412-07:00","display_name":"Kara Dawson","url":"https://florida.academia.edu/KaraDawson"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":51531,"name":"Pergamon","url":"https://www.academia.edu/Documents/in/Pergamon"},{"id":53296,"name":"Computers in Education","url":"https://www.academia.edu/Documents/in/Computers_in_Education"}],"urls":[{"id":23313960,"url":"https://api.elsevier.com/content/article/PII:S0360131520301810?httpAccept=text/xml"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531964"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531964/Teaching_Students_How_to_Improve_Safety_and_Quality_in_Two_Childrens_Hospitals_Building_a_Pediatric_Clerkship_Patient_Safety_and_Quality_Experience"><img alt="Research paper thumbnail of Teaching Students How to Improve Safety and Quality in Two Children's Hospitals: Building a Pediatric Clerkship Patient Safety and Quality Experience" class="work-thumbnail" src="https://attachments.academia-assets.com/90202968/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531964/Teaching_Students_How_to_Improve_Safety_and_Quality_in_Two_Childrens_Hospitals_Building_a_Pediatric_Clerkship_Patient_Safety_and_Quality_Experience">Teaching Students How to Improve Safety and Quality in Two Children's Hospitals: Building a Pediatric Clerkship Patient Safety and Quality Experience</a></div><div class="wp-workCard_item"><span>Academic Pediatrics</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b07e2409753af43973698b2021d057d9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90202968,"asset_id":85531964,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90202968/download_file?st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531964"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531964"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531964; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85531961"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85531961/Guiding_Principles_for_Quality_Professional_Practice_Dissertations"><img alt="Research paper thumbnail of Guiding Principles for Quality Professional Practice Dissertations" class="work-thumbnail" src="https://attachments.academia-assets.com/90202965/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531961/Guiding_Principles_for_Quality_Professional_Practice_Dissertations">Guiding Principles for Quality Professional Practice Dissertations</a></div><div class="wp-workCard_item"><span>Contemporary Approaches to Dissertation Development and Research Methods</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter the authors share the guiding principles for professional practice dissertations ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter the authors share the guiding principles for professional practice dissertations developed and studied within their online EdD in Educational Technology at the University of Florida. While these guiding principles were developed approximately four years before the call for chapters for this book was released, they align nicely with at least three pertinent themes that frame this book (i.e. the importance of addressing critical problems of practice, applying research rigor involving real theory and inquiry and demonstrating impact of research). The authors make explicit connections between their guiding principles and these themes and provide examples of how the themes have played out in dissertations completed in their program. The authors then provide implications for others seeking to structure (or restructure) the way dissertations are conceptualized in their professional practice problems.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1b2e92ae05d828cffde78a896857f96d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90202965,"asset_id":85531961,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90202965/download_file?st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531961"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531961"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531961; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531961]").text(description); $(".js-view-count[data-work-id=85531961]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531961; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531961']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531961, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1b2e92ae05d828cffde78a896857f96d" } } $('.js-work-strip[data-work-id=85531961]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531961,"title":"Guiding Principles for Quality Professional Practice Dissertations","translated_title":"","metadata":{"abstract":"In this chapter the authors share the guiding principles for professional practice dissertations developed and studied within their online EdD in Educational Technology at the University of Florida. 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(Advancing Technology)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85531960/Using_Digital_Video_to_Study_History_Advancing_Technology_">Using Digital Video to Study History. (Advancing Technology)</a></div><div class="wp-workCard_item"><span>Social Education</span><span>, Apr 1, 2003</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">THE MIDDLE SCHOOL YEARS are critical to the cognitive, social, and emotional development of stude...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">THE MIDDLE SCHOOL YEARS are critical to the cognitive, social, and emotional development of students. Hence, many schools implement various strategies to deal with the complexities associated with this age group. Beyond placing strong emphasis on high-quality learning in traditional academic areas, middle school educators strive to develop and support the whole child. There are different ways in which schools address these issues, such as through the Character Counts Program, Canada&#39;s PREPARE program, (1) Sean Covey&#39;s 7 Habits of Highly Effective Teens, (2) or by placing an overall emphasis on the whole student using Gardner&#39;s Multiple Intelligences (3) and other learning theories. In addition, local communities believe that a major function of schools is to prepare students to be contributing members of a society that uses an abundance of technology, according to a recent Phi Delta Kappa/Gallup Poll. (4) Therefore, middle schools are also integrating educational technologies into daily teaching and learning environments. This integration benefits the students not only because they are learning to use the technology for learning but also because they are being trained to function in a technological society. The social studies classroom is one area in which a rich mixture of educational technologies can be used to enhance student learning. This article briefly focuses on the use of educational technologies as a mindtool for students, examines the power of using video, describes the use of video in a combined social studies and science sixth grade classroom, and discusses the benefits and barriers to the use of such educational technologies. Educational Technologies as Mindtools David H. Jonassen writes about the power of using mindtools as a significant part of the learning process. He notes that the term mindtool is a concept and not a simple definition. &quot;Mindtools are computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher order thinking.&quot; (5) Mindtools use programs that tend to be available to most schools, such as spreadsheets, databases, and concept mapping programs. When using mindtools, students learn with computers instead of about computers or from computers. That is, the computer application, the mindtool, performs tasks that it can perform better than humans can while the human is freed up from a computational burden to be able to think critically about the concept. Mindtools can act as devices that encourage and stimulate critical thinking. Hence, mindtools represent a constructivist approach because students are actively representing, manipulating, and reflecting on a concept. Students are participating in a learning environment in which they, not the teacher, create the knowledge. &quot;Teachers can capitalize on children&#39;s natural enthusiasm for learning by making their classrooms places where students explore important and meaningful questions.&quot; (6) The Power of Video as a Mindtool Video production can function as a mindtool that promotes critical inquiry and motivates students. It can serve as a powerful visualization tool that helps learners convey meaning and make their messages more easily interpreted by others. In addition, video production allows students to better understand concepts in the designing and producing of videos. Producing videos forces students to grapple with the complexities of critical issues in order to document them before presenting the issues to others. This helps students understand the depth and breadth of a concept as well as helping them think about how to communicate their understanding of the material. In one study, fourteen- and fifteen-year-old science students took a video illustrating the concept of light, which was originally produced in Spanish, and wrote a script in English for their peers. …</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85531960"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85531960"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85531960; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85531960]").text(description); $(".js-view-count[data-work-id=85531960]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85531960; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85531960']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85531960, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=85531960]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85531960,"title":"Using Digital Video to Study History. 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In addition, local communities believe that a major function of schools is to prepare students to be contributing members of a society that uses an abundance of technology, according to a recent Phi Delta Kappa/Gallup Poll. (4) Therefore, middle schools are also integrating educational technologies into daily teaching and learning environments. This integration benefits the students not only because they are learning to use the technology for learning but also because they are being trained to function in a technological society. The social studies classroom is one area in which a rich mixture of educational technologies can be used to enhance student learning. This article briefly focuses on the use of educational technologies as a mindtool for students, examines the power of using video, describes the use of video in a combined social studies and science sixth grade classroom, and discusses the benefits and barriers to the use of such educational technologies. Educational Technologies as Mindtools David H. Jonassen writes about the power of using mindtools as a significant part of the learning process. He notes that the term mindtool is a concept and not a simple definition. \u0026quot;Mindtools are computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher order thinking.\u0026quot; (5) Mindtools use programs that tend to be available to most schools, such as spreadsheets, databases, and concept mapping programs. When using mindtools, students learn with computers instead of about computers or from computers. That is, the computer application, the mindtool, performs tasks that it can perform better than humans can while the human is freed up from a computational burden to be able to think critically about the concept. Mindtools can act as devices that encourage and stimulate critical thinking. 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The social studies classroom is one area in which a rich mixture of educational technologies can be used to enhance student learning. This article briefly focuses on the use of educational technologies as a mindtool for students, examines the power of using video, describes the use of video in a combined social studies and science sixth grade classroom, and discusses the benefits and barriers to the use of such educational technologies. Educational Technologies as Mindtools David H. Jonassen writes about the power of using mindtools as a significant part of the learning process. He notes that the term mindtool is a concept and not a simple definition. \u0026quot;Mindtools are computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher order thinking.\u0026quot; (5) Mindtools use programs that tend to be available to most schools, such as spreadsheets, databases, and concept mapping programs. When using mindtools, students learn with computers instead of about computers or from computers. That is, the computer application, the mindtool, performs tasks that it can perform better than humans can while the human is freed up from a computational burden to be able to think critically about the concept. Mindtools can act as devices that encourage and stimulate critical thinking. Hence, mindtools represent a constructivist approach because students are actively representing, manipulating, and reflecting on a concept. Students are participating in a learning environment in which they, not the teacher, create the knowledge. \u0026quot;Teachers can capitalize on children\u0026#39;s natural enthusiasm for learning by making their classrooms places where students explore important and meaningful questions.\u0026quot; (6) The Power of Video as a Mindtool Video production can function as a mindtool that promotes critical inquiry and motivates students. It can serve as a powerful visualization tool that helps learners convey meaning and make their messages more easily interpreted by others. In addition, video production allows students to better understand concepts in the designing and producing of videos. Producing videos forces students to grapple with the complexities of critical issues in order to document them before presenting the issues to others. 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As such, tomorrow's educational technology leaders must be well-versed in these areas. In this article we describe an international grant designed to build a transatlantic doctoral community focused on educational technology, highlight the impact of this grant on an educational technology program in the United States and provide suggestions for others interested in enculturating educational technology doctoral students into a community of intercultural practice. Readers will be particularly interested in our struggles (and potential solutions) related to student exchanges and our curriculum for courses designed to elevate intercultural education in our program.","grobid_abstract_attachment_id":90203012},"translated_abstract":null,"internal_url":"https://www.academia.edu/85531949/Experiences_in_promoting_an_intercultural_perspective_in_an_educational_technology_program","translated_internal_url":"","created_at":"2022-08-24T08:35:38.426-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":34221602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":90203012,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/90203012/thumbnails/1.jpg","file_name":"389591761.pdf","download_url":"https://www.academia.edu/attachments/90203012/download_file?st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Experiences_in_promoting_an_intercultura.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/90203012/389591761-libre.pdf?1661359210=\u0026response-content-disposition=attachment%3B+filename%3DExperiences_in_promoting_an_intercultura.pdf\u0026Expires=1732846515\u0026Signature=Q3fPlt1DsMKOS0jXWIKhU-cYXMXVohSQVCF-I0NkA3Wocd3i5GjdiOL1GJOLyqBo5lX5s9Ij6EGDiH-9fRlKhAei4UARo8h1i9Xp58SWt9qJjIenPg905LJ1xqbZbhGqyrJ8KWJfbKFxb09FIiw9gXBzc5CUfliy7VRcsg1D1zR7y0akNJGXk0quPiz8u5GPnltaQzn2xWZLBm2lxtAE8F06Mha91jGMxp80~JVyI3GLADNGTVot40-2ebkJ16TrG9ZjPyHtpteVfhkAxN7fXOCW~MToD4LoKJN62PiKfelLWLq5efcKTH7UXbPox0pTUKqmPZ1rSSOQ1C~1CzXsjA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Experiences_in_promoting_an_intercultural_perspective_in_an_educational_technology_program","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":34221602,"first_name":"Kara","middle_initials":null,"last_name":"Dawson","page_name":"KaraDawson","domain_name":"florida","created_at":"2015-08-25T08:06:28.412-07:00","display_name":"Kara Dawson","url":"https://florida.academia.edu/KaraDawson"},"attachments":[{"id":90203012,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/90203012/thumbnails/1.jpg","file_name":"389591761.pdf","download_url":"https://www.academia.edu/attachments/90203012/download_file?st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Experiences_in_promoting_an_intercultura.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/90203012/389591761-libre.pdf?1661359210=\u0026response-content-disposition=attachment%3B+filename%3DExperiences_in_promoting_an_intercultura.pdf\u0026Expires=1732846515\u0026Signature=Q3fPlt1DsMKOS0jXWIKhU-cYXMXVohSQVCF-I0NkA3Wocd3i5GjdiOL1GJOLyqBo5lX5s9Ij6EGDiH-9fRlKhAei4UARo8h1i9Xp58SWt9qJjIenPg905LJ1xqbZbhGqyrJ8KWJfbKFxb09FIiw9gXBzc5CUfliy7VRcsg1D1zR7y0akNJGXk0quPiz8u5GPnltaQzn2xWZLBm2lxtAE8F06Mha91jGMxp80~JVyI3GLADNGTVot40-2ebkJ16TrG9ZjPyHtpteVfhkAxN7fXOCW~MToD4LoKJN62PiKfelLWLq5efcKTH7UXbPox0pTUKqmPZ1rSSOQ1C~1CzXsjA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":930,"name":"Intercultural Communication","url":"https://www.academia.edu/Documents/in/Intercultural_Communication"},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":5991,"name":"Intercultural Education","url":"https://www.academia.edu/Documents/in/Intercultural_Education"},{"id":56711,"name":"Digital Education","url":"https://www.academia.edu/Documents/in/Digital_Education"},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States"},{"id":116107,"name":"Course design","url":"https://www.academia.edu/Documents/in/Course_design"},{"id":2419096,"name":"Driving force","url":"https://www.academia.edu/Documents/in/Driving_force"}],"urls":[]}, dispatcherData: dispatcherData }); 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(2013). Best practice and program-based research in an online professional practice doctorate for educational technologists. Proceedings of the International Conference for Doctoral Education April 2013, Orlando, FL (pp. 138-151). </span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="843ed149e289f897d4afb97d7ebe7d10" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34580251,"asset_id":4916528,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34580251/download_file?st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="4916528"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="4916528"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4916528; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4916528]").text(description); $(".js-view-count[data-work-id=4916528]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4916528; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='4916528']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 4916528, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "843ed149e289f897d4afb97d7ebe7d10" } } $('.js-work-strip[data-work-id=4916528]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":4916528,"title":"Best practice and program-based research in an online professional practice doctorate for educational technologists.","translated_title":"","metadata":{"publication_name":"Kumar, S. \u0026 Dawson, K. 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" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1482800/Designing_a_professional_practice_doctoral_degree_in_Educational_Technology_Signature_pedagogies_implications_and_recommendations">Designing a professional practice doctoral degree in Educational Technology: Signature pedagogies, implications and recommendations. </a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://florida.academia.edu/SwapnaKumar">Swapna Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://florida.academia.edu/KaraDawson">Kara Dawson</a></span></div><div class="wp-workCard_item"><span>Dawson, K., Cavanaugh, C., Sessums, C., Black, E. & Kumar, S. (2011). Designing a professional practice doctoral degree in Educational Technology: Signature pedagogies, implications and recommendations. Journal of Distance Education, 25(3).</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">""In this article we outline the three dimensions of signature pedagogy guiding the design of our...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">""In this article we outline the three dimensions of signature pedagogy guiding the design of our professional practice doctoral degree in Educational Technology. This program was developed based on our experiences with the Carnegie Initiative on the Education Doctorate and work with many students for whom the Ph.D. was not an exact match with their career goals. We also share preliminary data related to program effectiveness and provide recommendation for others interesting in designing professional practice programs. Through this work we have come to believe Educational Technology is a discipline ripe with potential to meet the needs of scholars and professional practitioners through terminal degree programs differentiated based on career goals and contexts. <br /> <br />Résumé <br />Dans cet article, nous décrivons les trois dimensions de la didactique appliquée, dit signature pedagogy en anglais ayant guidé la conception de notre programme de doctorat professionnel en technologie éducative. Ce programme a été élaboré à partir de nos expériences réalisées dans le cadre de la Carnegie Initiative on the Education Doctorate et du travail effectué avec de nombreux étudiants pour qui le diplôme doctoral traditionnel―axé sur une carrière académique―ne correspondait pas à leurs objectifs de carrière. Nous partageons aussi des résultats préliminaires en lien avec l’efficacité des programmes et fournissons des conseils pour ceux qui s’intéressent à la conception de programmes de type professionnel. Par ces travaux, nous en sommes venus à croire que la technologie éducative est une discipline qui déborde de potentiel pour répondre aux besoins des chercheurs académiques et des praticiens professionnels par l’élaboration de programmes doctoraux qui se différencient selon les objectifs de carrière et les contextes.""</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1482800"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1482800"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1482800; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1482800]").text(description); $(".js-view-count[data-work-id=1482800]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1482800; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1482800']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1482800, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1482800]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1482800,"title":"Designing a professional practice doctoral degree in Educational Technology: Signature pedagogies, implications and recommendations. 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We also share preliminary data related to program effectiveness and provide recommendation for others interesting in designing professional practice programs. Through this work we have come to believe Educational Technology is a discipline ripe with potential to meet the needs of scholars and professional practitioners through terminal degree programs differentiated based on career goals and contexts.\r\n\r\nRésumé\r\nDans cet article, nous décrivons les trois dimensions de la didactique appliquée, dit signature pedagogy en anglais ayant guidé la conception de notre programme de doctorat professionnel en technologie éducative. Ce programme a été élaboré à partir de nos expériences réalisées dans le cadre de la Carnegie Initiative on the Education Doctorate et du travail effectué avec de nombreux étudiants pour qui le diplôme doctoral traditionnel―axé sur une carrière académique―ne correspondait pas à leurs objectifs de carrière. Nous partageons aussi des résultats préliminaires en lien avec l’efficacité des programmes et fournissons des conseils pour ceux qui s’intéressent à la conception de programmes de type professionnel. Par ces travaux, nous en sommes venus à croire que la technologie éducative est une discipline qui déborde de potentiel pour répondre aux besoins des chercheurs académiques et des praticiens professionnels par l’élaboration de programmes doctoraux qui se différencient selon les objectifs de carrière et les contextes.\"\"","internal_url":"https://www.academia.edu/1482800/Designing_a_professional_practice_doctoral_degree_in_Educational_Technology_Signature_pedagogies_implications_and_recommendations","translated_internal_url":"","created_at":"2012-03-23T01:32:01.473-07:00","preview_url":null,"current_user_can_edit":false,"current_user_is_owner":null,"owner_id":140934,"coauthors_can_edit":false,"document_type":"other","co_author_tags":[{"id":8053076,"work_id":1482800,"tagging_user_id":140934,"tagged_user_id":138286,"co_author_invite_id":null,"email":"c***h@coe.ufl.edu","affiliation":"University of Florida","display_order":1,"name":"Cathy Cavanaugh","title":"Designing a professional practice doctoral degree in Educational Technology: Signature pedagogies, implications and recommendations. "},{"id":8053077,"work_id":1482800,"tagging_user_id":140934,"tagged_user_id":138258,"co_author_invite_id":null,"email":"c***s@coe.ufl.edu","affiliation":"University of Florida","display_order":2,"name":"Christopher Sessums","title":"Designing a professional practice doctoral degree in Educational Technology: Signature pedagogies, implications and recommendations. "},{"id":8053080,"work_id":1482800,"tagging_user_id":140934,"tagged_user_id":138275,"co_author_invite_id":null,"email":"e***k@ufl.edu","affiliation":"University of Florida","display_order":3,"name":"Erik Black","title":"Designing a professional practice doctoral degree in Educational Technology: Signature pedagogies, implications and recommendations. 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"}],"downloadable_attachments":[],"slug":"Designing_a_professional_practice_doctoral_degree_in_Educational_Technology_Signature_pedagogies_implications_and_recommendations","translated_slug":"","page_count":null,"language":"fr","content_type":"Work","owner":{"id":140934,"first_name":"Swapna","middle_initials":null,"last_name":"Kumar","page_name":"SwapnaKumar","domain_name":"florida","created_at":"2010-03-03T20:31:43.620-08:00","display_name":"Swapna Kumar","url":"https://florida.academia.edu/SwapnaKumar"},"attachments":[],"research_interests":[{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design"},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education"},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":18129,"name":"Workplace Learning","url":"https://www.academia.edu/Documents/in/Workplace_Learning"},{"id":24943,"name":"Distance Learning","url":"https://www.academia.edu/Documents/in/Distance_Learning"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":81965,"name":"Doctoral education","url":"https://www.academia.edu/Documents/in/Doctoral_education"},{"id":83794,"name":"Program and Curriculum Design and Development","url":"https://www.academia.edu/Documents/in/Program_and_Curriculum_Design_and_Development"},{"id":98941,"name":"Virtual Learning","url":"https://www.academia.edu/Documents/in/Virtual_Learning"}],"urls":[{"id":226322,"url":"http://www.jofde.ca/index.php/jde/article/view/767"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2128392"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2128392/Exploring_the_impact_of_a_professional_practice_education_doctorate_in_educational_environments"><img alt="Research paper thumbnail of Exploring the impact of a professional practice education doctorate in educational environments. " class="work-thumbnail" src="https://attachments.academia-assets.com/31625977/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2128392/Exploring_the_impact_of_a_professional_practice_education_doctorate_in_educational_environments">Exploring the impact of a professional practice education doctorate in educational environments. </a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://florida.academia.edu/SwapnaKumar">Swapna Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://florida.academia.edu/KaraDawson">Kara Dawson</a></span></div><div class="wp-workCard_item"><span>Kumar, S. & Dawson, K. (2012). Exploring the impact of a professional practice education doctorate in educational environments. Studies in Continuing Education. 35(2), 165-178.</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article presents one approach to assessing the impact of an online professional practice doc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article presents one approach to assessing the impact of an online professional practice doctorate in education on participants' work environments. It is unique in that it explored impact during the doctoral program, before participants began their dissertation research, and it focused on how participants apply learning from the program within their practice and how they grow professionally in ways that make contributions to their organizations and their profession. The data are based on participant interviews, participants' curriculum vitae submitted during qualifying exams, and professional websites. The findings indicate that an online professional program embedded in practice can have powerful impact within a short period of time on students' own practice, their local organizations, and their colleagues at regional, state, and national levels and spur their professional momentum.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2d79b298df0badbf565b956a1593314f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31625977,"asset_id":2128392,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31625977/download_file?st=MTczMjg0MjkxNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2128392"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2128392"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2128392; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2128392]").text(description); $(".js-view-count[data-work-id=2128392]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2128392; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2128392']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2128392, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2d79b298df0badbf565b956a1593314f" } } $('.js-work-strip[data-work-id=2128392]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2128392,"title":"Exploring the impact of a professional practice education doctorate in educational environments. 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(2012). Exploring the impact of a professional practice education doctorate in educational environments. Studies in Continuing Education. 35(2), 165-178."},"translated_abstract":"This article presents one approach to assessing the impact of an online professional practice doctorate in education on participants' work environments. It is unique in that it explored impact during the doctoral program, before participants began their dissertation research, and it focused on how participants apply learning from the program within their practice and how they grow professionally in ways that make contributions to their organizations and their profession. The data are based on participant interviews, participants' curriculum vitae submitted during qualifying exams, and professional websites. 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" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/987785/Applying_the_Community_of_Inquiry_framework_to_an_online_professional_practice_doctoral_program">Applying the Community of Inquiry framework to an online professional practice doctoral program. </a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://florida.academia.edu/SwapnaKumar">Swapna Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://florida.academia.edu/KaraDawson">Kara Dawson</a></span></div><div class="wp-workCard_item"><span>Kumar, S., Dawson, K. Black, E. W., Cavanaugh, C., & Sessums, C. D. (2011). Applying the Community of Inquiry framework to an online professional practice doctoral program. International Review of Research in Open and Distance Learning, 12(6).</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"" The community of inquiry (CoI) framework has commonly been used to study teaching and learnin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"" <br />The community of inquiry (CoI) framework has commonly been used to study teaching and learning in online courses (Garrison, Anderson, & Archer 2000). This paper describes the implementation of the CoI framework in a cohort-based online EdD program, where teaching presence and cognitive presence were easier to foster than social presence. Based on the results of an initial evaluation, suggestions are made to expand the components of the CoI framework when using it at a program level. Lessons learned from the implementation are also shared to assist others wishing to apply the CoI framework to online graduate programs. ""</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="987785"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="987785"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 987785; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=987785]").text(description); $(".js-view-count[data-work-id=987785]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 987785; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='987785']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 987785, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=987785]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":987785,"title":"Applying the Community of Inquiry framework to an online professional practice doctoral program. 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