Title: Contemporary Research in Educational Technology: A Graduate Student Panel
Stream: Learning Experiences, Student Learning & Learner Diversity
Presentation Type: Panel Presentation
Authors:
Robin Dyrensborg, University of Hawai'i at Manoa, United States
Pamela Kohara, University of Hawai'i at Manoa, United States
Kurt Rutter, University of Hawai'i at Manoa, United States
Michael Menchaca, University of Hawai'i at Manoa, United States
Abstract:
This panel of graduate students in Learning Design and Technology will present their latest research on contemporary understanding of complex learning environments which rely heavily on technology and remote communication.
Asia Pacific Region K-12 Institutions’ Post-Pandemic Online Teacher Professional Development: A Qualitative Multi-Case Study
Robin Dyrensborg, University of Hawai'i at Manoa, United States
Prior to the Spring 2020 COVID-19 pandemic, most K-12 contexts predominantly engaged in onsite learning and teacher professional development (TPD). Emergency remote teaching forced K-12 contexts into the unfamiliar realm of online teaching. These institutions, districts, and schools struggled to pivot to online TPD (oTPD) that would prepare teachers to teach remotely. As a result, many school districts and conventional wisdom deemed remote learning a failure. However, there are theories suggesting that effective design, implementation, and evaluation of oTPD can lead to robust remote teaching. Yet a gap between these theories and actual practice remains (Korthagen, 2016). This qualitative multi-case study aims to investigate K-12 institutions in the Asia Pacific region and their oTPD efforts in preparing teachers for remote teaching. The study may benefit the design, implementation, and evaluation of K-12 oTPD. Findings will be of interest to instructional designers, EdTech specialists, K-12 teachers, and administrators in the Asia Pacific region and beyond.
Technology Enhanced Science Curriculum to Support Elementary School Teachers’ Confidence, Satisfaction, & Volition in the instruction of Next Generation Science Standard
Pamela Kohara, University of Hawai'i at Manoa, United States
The state of Hawaii has adopted new standards for Science called the Next Generation Science Standards (NGSS). For Elementary Teachers teaching a new science curriculum would typically require extensive training. The NGSS curriculum's professional training would have to develop both a comprehensive knowledge in science concepts, as well as, promote an inquiry-based pedagogical practice. With limited resources for PD training for entire instructional staff, some schools have purchased a digital curriculum resource to support their NGSS implementation. Keller's ARCS-V framework for Motivation is used to understand the teacher's reported perception around the use of such a digital resource. This is a mixed methods sequential exploratory study that collects information on Hawaii Department of Education Elementary teachers' self-reported perceptions of the NGSS aligned tool through a digital survey and virtually conducted semi-structured interviews. Preliminary findings will be shared.
Student-Instructor Transactional Distance and Student Self-Regulation, Satisfaction, and Community Presence in Online Courses
Kurt Rutter, University of Hawai'i at Manoa, United States
This sequential mixed methods study explores the relationship of Transactional Distance between the teacher and student, the students sense of community, their (self assessed) level of self regulation as learners and their satisfaction in online courses at the undergraduate level. Transactional distance can be thought of as a psychological distance, or distance of understanding between a teacher and student. Data are collected through a Liberty style questionnaire followed by semi-structured interviews. Correlation studies and analysis of semi-structured interviews will be combined to help identify how that distance correlates with the students sense of online teaching, social, and cognitive presence, and the students intrinsic skills at learning in an online college environment.
About the College of Education at the University of Hawaii at Manoa
The College of Education (COE) prepares tomorrow’s teachers, educational leaders, and researchers. COE prepares teachers, administrators, and other education personnel; provides professional development for teachers and other education professionals; disseminates information for understanding educational issues to school and community groups; and conducts basic and applied research related to issues in education. The college is nationally accredited by the National Council for the Accreditation of Teacher Education.
The college is committed to preparing all educators to work with diverse populations of students, including those with special needs; ensuring that Hawai‘i’s educators are prepared to use technology to enhance instruction and learning; and fostering the skills and abilities of graduates to assume leadership roles in education throughout the state and region.
The College of Education offers three baccalaureate degrees, three post-baccalaureate certificates, ten master’s degrees, six graduate certificates, and four doctoral degrees. State approved teacher education programs (SATEP), leading to initial teacher licensure, are offered at the baccalaureate, post-baccalaureate, and master’s levels. Many COE programs are offered through distance education, including interactive video, web-based, and hybrid formats. For more information, visit the COE website at coe.hawaii.edu.
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