Professional Resume

121st-Century Literacies, Critical Media Pedagogies, and Language ArtsAuthors:Morrell, ErnestSource:Reading TeacherDate:2013Publication Type:Academic JournalSubjects:Literacy; Language Arts; Social Networks; Critical Literacy; Media Literacy; Teaching Methods; Educational PracticesAbstract:In the second decade of the 21st century, information has been globalized, digitized, and sped up to move at the speed of thought. Being literate in this new world means programming personal websites, sending e-mails from mobile devices and spending hours communicating via virtual social networks. Our students are products of this world. However, for all their digital expertise, there is still a great deal that these youth have to learn about how to process the information they are inundated with via these new portals of information. Teachers today have a responsibility to help students acquire these 21st century literacies without abandoning a commitment to the traditional literacies that have defined...Database:ERIC http://dx.doi.org/10.1002/TRTR.01125cite: Morrell, E. (2013). 21st-Century Literacies, Critical Media Pedagogies, and Language Arts. Reading Teacher, 66(4), 300-3022A survey of exemplar teachers' perceptions, use, and access of computer-based games and technology for classroom instructionAuthors:Michael D. Proctor; Yaela MarksSource:Computers & EducationDate:2012Publication Type:Academic JournalAbstract:This research reports and analyzes for archival purposes surveyed perceptions, use, and access by 259 United States based exemplar Primary and Secondary educators of computer-based games and technology for classroom instruction. Participating respondents were considered exemplary as they each won the Milken Educator Award during the 19962009 computer era. Overall perceptions are reported along with trend, differences in perceptions by subject area taught, and differences in perception by Primary and Secondary teacher population categories. Overall game usage is reported along with association of perceptions with game usage as well as usage differences due to grade category. Among other findings, adoption...Database:ScienceDirectDOI:10.1016/j.compedu.2012.10.022Cite: Michael D., P., & Yaela, M. (n.d). A survey of exemplar teachers' perceptions, use, and access of computer-based games and technology for classroom instruction. Computers & Education, 62171-180. doi:10.1016/j.compedu.2012.10.0223Affordances of Interactive Whiteboards and Associated Pedagogical Practices: Perspectives of Teachers of Science with Children Aged Five to Six YearsAuthors:Teck, Wong KungSource:Turkish Online Journal of Educational Technology - TOJETDate:2013Publication Type:Academic JournalSubjects:Educational Technology; Teaching Methods; Technical Support; Bulletin Boards; Visual Aids; Educational Equipment; Interactive Video; Technology Integration; Phenomenology; Interviews; Science Teachers; Teacher Attitudes; Qualitative Research; Case Studies; Information Technology; Young Children; Science Instruction; Foreign CountriesAbstract:The integration of information and communication technology into early year's classrooms is increasingly important for engaging and motivating digital learners. One of the more promising recent revolutions in educational technology that encourages learner's involvement is interactive whiteboard (IWB). Many schools have accepted IWB as core teaching technology for teaching young children. Yet there has been little research that looks into it especially for teaching science in early year's education. This paper reports on selected preliminary findings from a recent study which highlighted a number of affordances, practices and challenges related to teaching science for children aged five to six years using...Database:ERIChttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1008861

Teck, W. (2013). Affordances of Interactive Whiteboards and Associated Pedagogical Practices: Perspectives of Teachers of Science with Children Aged Five to Six Years. Turkish Online Journal Of Educational Technology - TOJET, 12(1), 1-8.4Technology in Gifted Education: A Review of Best Practices and Empirical Research.Authors:Periathiruvadi, Sita; Rinn, Anne N.Source:Journal of Research on Technology in EducationDate:2012Publication Type:Academic JournalSubjects:TECHNOLOGY & children; COMPUTER assisted instruction; GIFTED children; EXCEPTIONAL children; GENERAL educationAbstract:The article aims to explore the progress of technology use in gifted education and highlight the best practices and empirical research in this area. The literature on the use of technology with gifted students and their teachers has been extensive, with articles on best practices, but the empirical research in this area is still emerging. With the increasing interest and awareness about integrating technology, this review will be useful for helping teachers, practitioners, and researchers understand how technology has been used in different areas of gifted programming, including learning and development, assessment, curriculum, learning environments, and professional development. he authors also discuss...http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=55e1373d-1de5-4c38-992e-145fb88a695f%40sessionmgr4004&vid=1&hid=4211 Periathiruvadi, S. N. (2012). Technology in Gifted Education: A Review of Best Practices and Empirical Research. Journal Of Research On Technology In Education, 45(2), 153-169.5Exploring the Use of the iPad for Literacy Learning.Authors:Hutchison, Amy; Beschorner, Beth; Schmidt-Crawford, DeniseSource:Reading TeacherDate:2012Publication Type:Academic JournalSubjects:LITERACY -- Study & teaching; IPAD (Computer); EDUCATIONAL technology; APPLICATION software; TEACHING aids & devices; TABLET computers; DIGITAL technology; LESSON planningAbstract:The goal of this investigation was to explore how a fourth grade teacher could integrate iPads into her literacy instruction to simultaneously teach print-based and digital literacy goals. The teacher used iPads for a three-week period during her literacy instruction and selected apps that provided unique approaches to helping the students meet their literacy learning goals. An explanation of how to develop lessons that meaningfully integrate iPads is presented, as well as lessons learned from the project. Considerations for integrating tablets, such as the iPad, into literacy instruction are provided. Because iPads and similar tablets are relatively unexplored as tools for literacy learning, this work...

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cite: Hutchison, A. (2012). Exploring the Use of the iPad for Literacy Learning. Reading Teacher, 66(1), 15-23.6Imaginative interaction with internet games. For children and teachers.Authors:Hannaford, JeanetteSource:LiteracyDate:2012Publication Type:Academic JournalSubjects:Computer Games; Education; Imagination; Internet; Self Concept; Childhood (birth-12 yrs); School Age (6-12 yrs); Male; FemaleAbstract:This article explores children's imaginative interaction with Internet games in the belief that an understanding of children's life experiences is essential to effective teaching and learning within the classroom. It is underpinned by the idea that imaginative play is, at least in some part, the work of children undertaking identity practice. It focuses on a small group case study of 8 and 9yearold children, from diverse cultural backgrounds, who were regular players on freeaccess commercial Internet games. As children frequently perform imaginative narrative play both privately and in groups triggered from experiences with novels, films and television, the research initially focused on whether...Database:PsycINFO

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Hannaford, J. (2012). Imaginative interaction with Internet games. For children and teachers. Literacy, 46(1), 25-32. doi:10.1111/j.1741-4369.2011.00590.x7A Breakthrough for Josh: How Use of an iPad Facilitated Reading ImprovementAuthors:McClanahan, Barbara; Williams, Kristen; Kennedy, Ed; Tate, SusanSource:TechTrends: Linking Research and Practice to Improve LearningDate:2012Publication Type:Academic JournalSubjects:Attention Deficit Hyperactivity Disorder; Intervention; Elementary Education; Reading Improvement; Grade 5; Reading Instruction; Education Courses; Preservice Teacher Education; Special Needs Students; Educational Diagnosis; Tutoring; Preservice Teachers; Reading Difficulties; Metacognition; Educational Technology; Electronic Publishing; Computer Assisted Instruction; Instructional Effectiveness; Educational Strategies; Pretests Posttests; Handheld Devices; Assistive TechnologyAbstract:As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his reading. Comparisons of pre- and post-assessments showed that the student had gained one year's growth in reading within a six-weeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations to other struggling readers with Attention Deficit Hyperactivity Disorder cannot...Database:ERIChttp://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=342ac75b-5332-4d8b-b7d3-a17869cdefd4%40sessionmgr4004&vid=1&hid=4211

McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement. Techtrends: Linking Research & Practice To Improve Learning, 56(4), 20-28. doi:10.1007/s11528-012-0572-6

AMERICA'S CHILDREN: PROVIDING EARLY EXPOSURE TO STEM (SCIENCE, TECHNOLOGY, ENGINEERING AND MATH) INITIATIVES.Authors:DEJARNETTE, NANCY K.Source:EducationDate:2012Publication Type:Academic JournalSubjects:UNITED States; STEM education; ELEMENTARY education -- United States; SCIENCE -- Study & teaching (Elementary) -- Research; TECHNOLOGY -- Study & teaching (Elementary) -- Research; ENGINEERING -- Study & teaching (Elementary) -- Research; MATHEMATICS -- Study & teaching (Elementary) -- Research; TECHNOLOGY & children -- Research; ACTIVITY programs in elementary education -- United States; SCHOOL children -- ResearchAbstract:Recent attention has been brought to light in the United States regarding low numbers of students pursing STEM (Science, Technology, Engineering and Math) disciplines and degree programs (National Science Board, 2010). There is a great need in America for talented scientists and engineers. Numerous programs abound for high school and middle school students in regard to STEM initiatives; however, fewer opportunities exist for elementary students and their teachers. Research has shown that early exposure to STEM initiatives and activities positively impacts elementary students' perceptions and dispositions (Bagiati, Yoon, Evangelou, & Ngambeki, 2010; Bybee, & Fuchs, 2006). By capturing students'...http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=7cd96810-dc5c-4dd5-9157-1e230415d13e%40sessionmgr4005&vid=1&hid=4211

DEJARNETTE, N. K. (2012). AMERICA'S CHILDREN: PROVIDING EARLY EXPOSURE TO STEM (SCIENCE, TECHNOLOGY, ENGINEERING AND MATH) INITIATIVES. Education, 133(1), 77-84.8An Inquiry into Educational Technologists' Conceptions of Their Philosophies of Teaching and TechnologyAuthors:Kanuka, Heather; Smith, Erika E.; Kelland, Jennifer H.Source:Canadian Journal of Learning and TechnologyDate:2013Publication Type:Academic JournalSubjects:Educational Technology; Educational Philosophy; Ideology; Educational Practices; Computer Attitudes; College Faculty; Semi Structured Interviews; Higher Education; Foreign CountriesAbstract:It has been suggested that when we know our philosophy of teaching and technology we then have the ability to articulate not only what we are doing as educational technologists, but what we want to achieve with the technologies, and why. And while most educational technologists would agree that knowing our philosophical orientations is important, do educational technologists actually know, or can they accurately identify, their teaching "and" technology philosophical orientations? We sought to answer these questions by assessing the consistency between what educational technologists say in collegial deliberations and how they self-identify their philosophical orientations. The results of this exploratory...Database:ERIChttp://eds.a.ebscohost.com/eds/detail?sid=145f34ab-5f51-4dc2-9335-ddcb2134181b%40sessionmgr4004&vid=1&hid=4211&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=eric&AN=EJ1007080

Kanuka, H., Smith, E. E., & Kelland, J. H. (2013). An Inquiry into Educational Technologists' Conceptions of Their Philosophies of Teaching and Technology. Canadian Journal Of Learning And Technology, 39(2),9Application of a model for the integration of technology in kindergarten: An empirical investigation in Taiwan.Authors:Lin, Chien-HengSource:Early Childhood Education JournalDate:2012Publication Type:Academic JournalSubjects:Computers; Kindergartens; Teaching Methods; Technology; Childhood (birth-12 yrs); Preschool Age (2-5 yrs); Adulthood (18 yrs & older)Abstract:The present models for the integration of computer technology not only cannot satisfy teachers actual needs but also are difficult to follow and perform by teachers in their classroom teaching. Consequently, the integration cannot be implemented properly and effectively in the real classroom teaching. Therefore, a practical integration model should be very close to the real classroom situation and be able to fulfill the users actual needs. This study was designed to build a model of computer integration which is based on an empirical investigation of teachers actual use of computer technology and their perspectives on integrating technology in kindergarten classroom teaching. A model suitable for the...Database:PsycINFODOI 10.1007/s10643-011-0494-5

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Lin, C. (2012). Application of a Model for the Integration of Technology in Kindergarten: An Empirical Investigation in Taiwan. Early Childhood Education Journal, 40(1), 5-17. doi:10.1007/s10643-011-0494-5

10Can an Electronic Textbooks Be Part of K-12 Education?: Challenges, Technological Solutions and Open IssuesAuthors:Lee, HeeJeong Jasmine; Messom, Chris; Yau, Kok-Lim AlvinSource:Turkish Online Journal of Educational Technology - TOJETDate:2013Publication Type:Academic JournalSubjects:Elementary Secondary Education; Investigations; Textbooks; Program Implementation; Interviews; Student Attitudes; Teacher Attitudes; Electronic Publishing; Layout (Publications); Textbook Research; Textbook Selection; Textbook Standards; Barriers; Educational TechnologyAbstract:An electronic textbook (e-Textbook) is a digitized (or electronic) form of textbook, which normally needs an endorsement by the national or state government when it is used in the K-12 education system. E-Textbooks have been envisioned to replace existing paper-based textbooks due to its educational advantages. Hence, it is of paramount importance for the relevant parties (i.e. national and state governments, or school districts) to draw a comprehensive roadmap of technologies necessary for the successful adoption of e-Textbooks nationwide. This paper provides a brief overview of e-Textbooks and subsequently an extensive discussion on challenges associated with e-Textbooks in the pursuit of replacing...Database:ERIC

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Lee, H., Messom, C., & Yau, K. (2013). Can an Electronic Textbooks Be Part of K-12 Education?: Challenges, Technological Solutions and Open Issues. Turkish Online Journal Of Educational Technology - TOJET, 12(1), 32-44.11Childhood in a digital age: creative challenges for educational futures.Authors:Craft, AnnaSource:London Review of EducationDate:2012Publication Type:Academic JournalSubjects:TECHNOLOGY & children; CREATIVE teaching; EDUCATIONAL technology; INSTRUCTIONAL innovations; INTERDISCIPLINARY approach in education; DIGITAL technologyAbstract:The early twenty-first century is characterised by rapid change. Commentators note how permeating digital technologies engage increasing numbers of children, young people and adults as consumers and also producers. In the shifting technological landscape, childhood and youth are changing. Connectivity around the clock, with a parallel existence in virtual space, is seamlessly integrated with actual lives. Young people are skilful collaborators, navigating digital gaming and social networking with ease, capably generating and manipulating content, experimenting virtually with versions of their social face. They are implicit, inherent and immersed consumers. They are digital possibility thinkers posing...

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Craft, A. (2012). Childhood in a digital age: creative challenges for educational futures. London Review Of Education, 10(2), 173-190. doi:10.1080/14748460.2012.69128212Children's engagement during digital game-based learning of reading: The effects of time, rewards, and challengeAuthors:Miia Ronimus; Janne Kujala; Asko Tolvanen; Heikki LyytinenSource:Computers & EducationDate:2013Publication Type:Academic JournalAbstract:This study investigated the effects of two game features (the level of challenge and the reward system) on first and second graders' engagement during digital game-based learning of reading. We were particularly interested in determining how well these features managed to maintain children's engagement over the 8-week training period. The children (N=138) used GraphoGame, a web-based game training lettersound connections, at home under the supervision of parents. Data regarding the children's gaming and engagement were stored on the GraphoGame online server. A 22 factorial design was used to investigate the effects of the level of challenge (high challenge vs. high success) and the presence...Database:ScienceDirect

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DOI:10.1016/j.compedu.2013.10.00813Using VoiceThread to create meaningful receptive and expressive learning activities for young children.Authors:Gillis, Afton; Luthin, Katie; Parette, Howard P.; Blum, CraigSource:Early Childhood Education JournalDate:2012Publication Type:Academic JournalSubjects:Computer Assisted Instruction; Early Childhood Development; Language Development; Learning Ability; Childhood (birth-12 yrs)Abstract:Development of receptive and expressive language skills is an important foundational skill in early childhood education. Recently, early childhood education professionals have begun using Web-based technology to assist in developing these skills. One Web-based technology that holds potential to support childrens learning is VoiceThread which has unique features that support Universal Design for Learning. This paper provides practical recommendations for use of VoiceThread in meaningful learning activities that can easily be implemented. A step-by-step guide is presented to create and use VoiceThread. (PsycINFO Database Record (c) 2012 APA, all rights reserved)Database:PsycINFO

DOI 10.1007/s10643-012-0521-1

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Gillis, A., Luthin, K., Parette, H., & Blum, C. (2012). Using VoiceThread to Create Meaningful Receptive and Expressive Learning Activities for Young Children. Early Childhood Education Journal, 40(4), 203-211. doi:10.1007/s10643-012-0521-114Is Physicality an Important Aspect of Learning through Science Experimentation among Kindergarten Students?Authors:Zacharia, Zacharias C.; Loizou, Eleni; Papaevripidou, MariosSource:Early Childhood Research QuarterlyDate:2012Publication Type:Academic JournalSubjects:Prior Learning; Young Children; Kindergarten; Science Experiments; Learning Processes; Active Learning; Tactual Perception; Comparative Analysis; Manipulative Materials; Educational Technology; Concept Formation; Scientific ConceptsAbstract:The purpose of this study was to investigate whether physicality (actual and active touch of concrete material), as such, is a necessity for science experimentation learning at the kindergarten level. We compared the effects of student experimentation with Physical Manipulatives (PM) and Virtual Manipulatives (VM) on kindergarten students' understanding of concepts related to the use of a beam balance as a means to compare and differentiate materials according to their mass. A pre-post comparison study design was used that involved four conditions, with 20 kindergarten students in each condition. The first and second conditions included students who had correct prior knowledge of what a balance beam does...Database:ERIC

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URL:http://dx.doi.org/10.1016/j.ecresq.2012.02.004

Zacharia, Z. C., Loizou, E., & Papaevripidou, M. (2012). Is Physicality an Important Aspect of Learning through Science Experimentation among Kindergarten Students?. Early Childhood Research Quarterly, 27(3), 447-457.15Teaching Mathematics Vocabulary with an Interactive Signing Math Dictionary.Authors:Vesel, Judy; Robillard, TaraSource:Journal of Research on Technology in EducationDate:2013Publication Type:Academic JournalSubjects:MATHEMATICS -- Study & teaching (Elementary) -- Research; UNITED States. No Child Left Behind Act of 2001; CHILDREN with disabilities -- Education (Elementary); TEACHING methods -- Research; UNITED States. Individuals with Disabilities Education Act; VOCABULARY -- Study & teaching -- ResearchAbstract:State frameworks and national standards are explicit about the mathematics content that students must master at each grade level. Although the Individuals with Disabilities Education Act and the No Child Let Behind Act mandate that students who are deaf or hard of hearing and communicate in sign language have access to this content, evidence suggests that it remains out of reach for many in this group. The purpose of the implementation research described in this article was to examine use of a Signing Math Dictionary (SMD) to help students who are members of this population access the vocabulary required to master the mathematics content that underlies the topics they are studying. The study included eight separate classes and a to- tal of 39 participants8 teachers and 31 studentsrepresenting grades 48. The research design incorporated a descriptive case study methodology that involved observing (a) teaching mathematics without the SMD, (b) prepar- ing students to use the SMD, (c) teaching mathematics with the SMD. The results suggest that, when used in actual classroom settings, the SMD may be a resource that supplements effective teaching and learning of the vocabulary of mathematics. However, further research is needed to study its use by both experienced and inexperienced teachers working with students in schools for the deaf and in inclusion settings, across math topics and grades. (Keywords: deaf, hard of hearing, Universal Design for Learning [UDL], mathematics vocabulary, technology, avatars, mathematics dictionary, signing, American Sign Language [ASL] )

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Vesel, J. (2013). Teaching Mathematics Vocabulary with an Interactive Signing Math Dictionary. Journal Of Research On Technology In Education, 45(4), 361-389.16Teaming with Technology: "Real" iPad ApplicationsAuthors:Ensor, TamiSource:Journal of Adolescent & Adult LiteracyDate:2012Publication Type:Academic JournalSubjects:Technology Uses in Education; Technology Integration; Technological Literacy; Educational Attitudes; Program Attitudes; Reflection; Instructional Innovation; Handheld DevicesAbstract:This column features essays written by current middle school and high school teachers, media specialists, librarians, literacy coaches, curriculum specialists, administrators, preservice teachers, teacher educators, and adolescent and adult learners. They highlight diverse perspectives on teaching and/or learning with literacies to inspire reader reflection.Database:ERIC

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Ensor, T., & Elementary, R. (2012). Teaming With Technology: 'Real' iPad Applications. Journal Of Adolescent & Adult Literacy, 56(3), 193. doi:10.1002/JAAL.0012717The Teacher as Re-Designer of Technology Integrated Activities for an Early Literacy Curriculum.Authors:Cviko, Amina; McKenney, Susan; Voogt, JokeSource:Journal of Educational Computing ResearchDate:2013Publication Type:Academic JournalSubjects:EDUCATIONAL technology -- Case studies; EMERGENT literacy; CURRICULUM planning -- Case studies; KINDERGARTEN -- Research; KINDERGARTEN teachers; TEACHERS -- NetherlandsAbstract:Though popular among children outside of school, Dutch teachers often struggle to offer technology integrated activities in the kindergarten classroom. Because involving teachers in development of technology integrated activities can support their implementation, this study examines teachers in the role of re-designing such activities. Two case studies (Year 1 and Year 2) were undertaken in 2 consecutive years involving six teachers in re-design. Interviews were held to examine teacher team perceptions about their role as re-designers. Implementation of the re-designed activities was observed in five classes. A non-equivalent control quasi experimental design was used to investigate pupil learning.outcomes (Year 1: N = 102; Year 2: N = 119). Pupils in experimental groups outperformed pupils in control groups on early literacy. While the extent of integration increased as implementation continued, this could not explain the differences found in learning gains.http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=161f0bfb-4983-43bb-936a-dd6562064e4f%40sessionmgr4002&vid=1&hid=4211

Cviko, A. (2013). The Teacher as Re-Designer of Technology Integrated Activities for an Early Literacy Curriculum. Journal Of Educational Computing Research, 48(4), 447-468.18Large-Scale Randomized Controlled Trial with 4th Graders Using Intelligent Tutoring of the Structure Strategy to Improve Nonfiction Reading ComprehensionAuthors:Wijekumar, Kausalai Kay; Meyer, Bonnie J. F.; Lei, PuiwaSource:Educational Technology Research and DevelopmentDate:2012Publication Type:Academic JournalSubjects:Intelligent Tutoring Systems; Grade 4; Elementary School Students; Nonfiction; Reading Comprehension; Direct Instruction; Reading Instruction; Web Based Instruction; Rural Schools; Suburban SchoolsAbstract:Reading comprehension is a challenge for K-12 learners and adults. Nonfiction texts, such as expository texts that inform and explain, are particularly challenging and vital for students' understanding because of their frequent use in formal schooling (e.g., textbooks) as well as everyday life (e.g., newspapers, magazines, and medical information). The structure strategy is explicit instruction about how to strategically use knowledge about text structures for encoding and retrieval of information from nonfiction and has consistently shown significant improvements in reading comprehension. We present the delivery of the structure strategy using a web-based intelligent tutoring system (ITSS) that has the...Database:ERIC

http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=4779ab36-876f-4e3d-93a0-ecfcfa438720%40sessionmgr4001&vid=1&hid=4211

DOI 10.1007/s11423-012-9263-4

Wijekumar, K. (2012). Large-scale randomized controlled trial with 4th graders using intelligent tutoring of the structure strategy to improve nonfiction reading comprehension. Educational Technology Research & Development, 60(6), 987. doi:10.1007/s11423-012-9263-4