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This convergent mixed method study investigates learner engagement during a blended, transmedia curriculum called CryptoComics, which is designed to teach 3rd-5th graders about cryptology and cybersecurity. Curriculum design is presented through the lens of four engagement facilitators: (1) anchoring the curriculum with a comic book, (2) blending digital and unplugged media, (3) supporting situational interest via a transmedia narrative, and (4) designing for social-cultural relevance. Latent profile analysis is used to develop profiles of learner engagement using quantitative indicators of cognitive and emotional engagement collected across 204 students at 13 implementation sites in the Eastern U.S. Qualitative indicators of engagement include teacher weekly check-ins submitted by 17 teachers working at the 13 implementation sites, student interviews, and classroom observations of 26 students participating in the curriculum at two local sites. Quantitative and qualitative results converge to suggest the majority of the students participating in the curriculum were highly engaged cognitively and emotionally. Qualitative data (1) suggest some third graders may be less cognitively engaged due to challenging content, (2) provide evidence for how the design of the blended, transmedia curriculum supported, and some cases hindered, engagement, (3) highlight the importance of transitions between blended learning components in facilitating engagement, and (4) uncover questions regarding one of the quantitative measures selected as an indicator of cognitive engagement.

As journal editors play an important role in defining and shaping academic discourse, knowing their opinions could likely prove beneficial for both current and future academic journal stakeholders. Within this vein, this study used the Delphi method to help build a profile on the trends and priorities within educational technology, from the unique perspective of the journals' editors-in-chief. This expert panel--initially built from 117 national and international research journals--concluded with 25 editors-in-chief who finished all three rounds of the survey. Results indicated five emerging themes for trends and priorities: computer-focused, teaching and learning, online and digital education, societal, and research and theory. By exploring these current trends and priorities within educational technology, this study may provide meaningful insights to better understand the field as a whole and may also help scholars in their goal of publishing relevant, high-quality academic scholarship.

The growth of social media has given rise to many informal online communities. In these communities, people communicate, make connections, exchange information and transfer knowledge without time or location restrictions. The purpose of this exploratory study was to investigate both lurkers' and posters' perceptions of learning in Reddit-based education-related communities. A mixed-method approach was used to obtain an overall understanding of how members perceived learning and the differences between posters and lurkers. Eighty-two participants (43 posters and 39 lurkers) were recruited from education-related subreddits and nine of them (5 posters and 4 lurkers) were interviewed. The results showed that there was no significant difference in the perceptions of learning between posters and lurkers. Both lurkers and posters believed that they have learned in these communities, and both defined learning in these communities as changing behaviours or thinking or applying what they have learned to real-life situations. Although both lurkers and posters reported having learned in the communities, qualitative analysis of the interview data indicated that posters demonstrated higher learning levels than lurkers. The findings of this study offer implications for further research into how members perceive learning in informal social media-based communities.

Teacher education programs play a crucial role in developing teachers' equity/social justice mindsets and technology integration knowledge and expertise. Scholars have advocated for merging these two areas to support common curricular goals and access unique learning benefits. However, little is known about how equity pedagogy and technology integration intersect in preservice teacher (PST) education. This scoping review aims to expand knowledge and understanding at this intersection with the goal of developing a foundation for future research and practice. Findings revealed that relevant studies focused on two main styles of pedagogy: (1) leveraging technology to teach about equity and social justice (i.e., tech-infused equity pedagogy), and (2) adopting a critical stance toward technology's roles in schools and society (i.e., digital equity pedagogy). We provide a detailed description of these pedagogies and present useful systems of classification for related studies. We also present key implications of this work for PST education practice, policy, and scholarship.

Purpose: The purpose of this study is to explore the role skepticism plays among adolescents' online information literacy skills. Design/methodology/approach: The authors provide the conceptual grounding to operationalize and measure the notion of skepticism in an online information literacy context. Inspired by an existing measure known as the Skepticism Scale (Hurtt, 2010), the authors made substantial revisions to the scale to target middle school and high school students' skepticism in six distinct, but related factors: questioning mind; search for knowledge; suspension of judgment; self-esteem; interpersonal understanding; and autonomy. The authors provide preliminary evidence of validity and reliability of the revised Skepticism Scale using Exploratory Factor Analysis and performed multiple linear regression using the Skepticism Scale measures to predict an adolescents' online information literacy skills. Findings: The Skepticism Scale was found to produce internally consistent constructs for all six measures. Three of the six measures were related to online information literacy skills, including the search for knowledge, interpersonal understanding and questioning mind. Originality/value: This paper attempts to examine the potentially positive role of skepticism in information literacy skills among adolescents.

BackgroundSocial networking site use is increasingly common among emerging medical professionals, with medical schools even reporting disciplinary student expulsion. Medical professionals who use social networking sites have unique responsibilities since their postings could violate patient privacy. However, it is unknown whether students and residents portray protected health information and under what circumstances or contexts. ObjectiveThe objective of our study was to document and describe online portrayals of potential patient privacy violations in the Facebook profiles of medical students and residents. MethodsA multidisciplinary team performed two cross-sectional analyses at the University of Florida in 2007 and 2009 of all medical students and residents to see who had Facebook profiles. For each identified profile, we manually scanned the entire profile for any textual or photographic representations of protected health information, such as portrayals of people, names, dates, or descriptions of procedures. ResultsAlmost half of all eligible students and residents had Facebook profiles (49.8%, or n=1023 out of 2053). There were 12 instances of potential patient violations, in which students and residents posted photographs of care they provided to individuals. No resident or student posted any identifiable patient information or likeness in text form. Each instance occurred in developing countries on apparent medical mission trips. These portrayals increased over time (1 in the 2007 cohort; 11 in 2009; P = .03). Medical students were more likely to have these potential violations on their profiles than residents (11 vs 1, P = .04), and there was no difference by gender. Photographs included trainees interacting with identifiable patients, all children, or performing medical examinations or procedures such as vaccinations of children. ConclusionsWhile students and residents in this study are posting photographs that are potentially violations of patient privacy, they only seem to make this lapse in the setting of medical mission trips. Trainees need to learn to equate standards of patient privacy in all medical contexts using both legal and ethical arguments to maintain the highest professional principles. We propose three practical guidelines. First, there should be a legal resource for physicians traveling on medical mission trips such as an online list of local laws, or a telephone legal contact. Second, institutions that organize medical mission trips should plan an ethics seminar prior the departure on any trip since the legal and ethical implications may not be intuitive. Finally, at minimum, traveling physicians should apply the strictest legal precedent to any situation.

K-12 teachers and students are vulnerable to cybersecurity attacks and mostly ill-prepared to deal with them. The COVID-19 pandemic has only increased these risks because of the reliance on digital technology in education and increased free time young children and adolescents spend online. Simultaneously, the U.S. is facing an extreme shortage of cybersecurity professionals. Given the rise of cyberattacks and the need for cybersecurity professionals, a concerted effort to prepare preservice teachers to integrate cybersecurity education across the K-12 curriculum is needed. In our vision for 2025, all preservice teachers across the country are prepared to integrate age-appropriate cybersecurity concepts, skills and career awareness in the curriculum regardless of their content area or grade level specialization. We propose a repository of stand-alone activities and full curricula developed through collaboration among K-12 educators, teacher educators, and cybersecurity experts that could be adopted across teacher education programs. We use the elementary grades as a context for providing examples of some activities that might be included in the repository. We also provide recommendations for developing such a repository and for individual teacher educators who want integrate cybersecurity education in preservice teacher education right now.

Dissertation guiding principles and purposefully designed research curriculum guide the conceptualization and structure of dissertations in the EdD in Educational Technology at a large university in the US. An analysis of 69 dissertations completed by the first five cohorts over ten years was conducted to determine the theories, frameworks, and research designs used by professional students to conduct Educational Technology research in diverse contexts. The results indicated that students carefully assembled literature from various areas that reflect the diversity of disciplines and professional contexts in which dissertations were conducted, created and used conceptual frameworks that successfully provide a roadmap for research, adopted a variety of research approaches with mixed methods and qualitative approaches used more than quantitative approaches, and explicitly articulated processes for rigor and trustworthiness. Implications for program design and curriculum improvement are discussed.

This study explores differences among strategies used by eighth grade students with varying degrees of success in determining the credibility of an online website. A concurrent think-aloud protocol elicited verbal reports of what the students were thinking as they sought to determine the credibility of the site and screen recording software captured actions on the screen and voices of participants and researchers. Three types of students who were successful with the evaluation task (the Skeptic, the Rule Follower, the Rigid Thinker) and three types who were not (the Overly Impressionable, the Wanderer, and the Trust Seeker) were identified during multimodal data analysis and are presented in narrative form using direct quotes and descriptions of observed behaviors. We suggest these six profiles are distinct but not mutually exclusive and fall along three continua of strategies that led the participants to have more or less success with the task The first two continua (skepticism versus trust and rigid thinking versus overly impressionable) represent dispositions, or ways of being around information. The third continuum (rule-following versus wandering) is closely connected to information literacy skills. Implications how for how these profiles and continua might influence how to teach credibility assessment are provided.

The information literacy practices of adolescents on social media outside of school are worth considering, since adolescents use social media near ubiquitously and must grapple with all types of content they encounter incidentally or intentionally. This scoping review followed the PRISMA Extension for Scoping Reviews (PRISMA-ScR) to examine the extent and nature of scholarship on this topic from the perspective of educational technology and literacy scholarship, as both fields are uniquely poised to collaborate on this interdisciplinary topic. Surprisingly, only four articles fit the scope of our review. The literature found, and not found, revealed several themes. These themes were the imprecise use of keywords across scholarship, use of social media for community support, exposure to incidental information, evidence for different literacy practices on social media, and the need for addressing social media information literacy in school. Opportunities for future work and collaborative research between both fields is also discussed.

The rapid expansion of technology and the internet has changed how we access and interact with information as a society. Amid this phenomenon, people of all ages and backgrounds struggle to evaluate the credibility of information they encounter online, including teachers. In order to ensure that the next generation of K-12 students are digitally literate, teacher education programs have a responsibility to improve preservice teachers' civic online reasoning (COR) abilities. Curricular interventions that teach COR strategies have shown potential in improving students' ability to detect misinformation online. This paper explores how a digital literacy intervention in an educational technology course impacted preservice teachers' COR abilities, strategies, and perceptions. Findings revealed that after the intervention, preservice teachers' COR abilities improved, their evaluation strategies evolved from content- to context-related, and their perceptions of scientific merit shifted from a surface-level understanding to a more critical perspective. This paper provides practical and scalable curricular recommendations for teacher educators and highlights the value of integrating COR interventions with sociocultural literacy theories.

Educators have recently begun using digital breakout games as an instructional strategy in K-12 and higher ed curricula. However, research has thus far explored outcomes associated with playing these games, rather than designing them. This study investigates what happened when 23 preservice teachers in a technology integration course designed digital breakout games for the secondary curriculum. By conducting a basic qualitative analysis, we found that digital breakout game design promoted skills, competencies, and perspectives in support of preservice teachers' future practice such as TPACK development, 21st-century learning, and positive technology integration perceptions and intentions. We provide evidence and implications for these findings, as well as opportunities for further research.

Based on the achievement goal theory, this experimental study explored the influence of predictive and descriptive learning analytics dashboards on graduate students' motivation and statistics anxiety in an online graduate-level statistics course. Participants were randomly assigned into one of three groups: (1) predictive dashboard; (2) descriptive dashboard; or (3) control (i.e., no dashboard). Measures of motivation and statistical anxiety were collected in the beginning and the end of the semester via the Motivated Strategies for Learning Questionnaire and Statistical Anxiety Rating Scale. Individual semi-structured interviews were used to understand learners' perceptions of the course and whether the use of the dashboards influenced the meaning of their learning experiences. Results indicate that, compared to the control group, the predictive dashboard significantly reduced learners' interpretation anxiety and had an effect on intrinsic goal orientation that depended on learners' lower or higher initial levels of intrinsic goal orientation. In comparison to the control group, both predictive and descriptive dashboards reduced worth of anxiety (negative attitudes towards statistics) for learners who started the course with higher levels of worth anxiety. Thematic analysis revealed that learners who adopted a more performance-avoidance goal orientation approach demonstrated higher levels of anxiety regardless of the dashboard used.

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 provide important insights.

In this article we share how a district-level technology integration specialist used literature on implementing student response systems (SRS) for formative assessment, based on Desimone's (2009) core features of professional development design, Guskey's Levels of Professional Development Evaluation (1998, 2000, 2002), and Danielson's Observation Cycle (2007), to support 12 middle school teachers in using SRS in their classrooms. The work reported here provides an example of incorporating literature-based best practices to support teachers in effectively using technology in the classroom. The findings of this study indicate that the teachers learned to use the SRS technology and associated strategies to collect formative data and appropriately adjust instruction to meet learners' needs. This work has implications for SRS in K-12 classrooms, technology integration professional development, and for preservice teacher education.

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.

This article describes a novel method for quantifying fixation disparity and evaluates its role in visuospatial cognition during an authentic learning task, specifically, the determination of molecule chirality in organic chemistry involving mental rotation and pattern comparison. The first study examined the influence of molecular model dimensionality (2D vs. 3D) on chirality determination performance and visual attention of 55 participants. The second study explored how the sustained playing of the tile‐matching game Mahjong, a pattern comparison game, can affect visual attention and visuospatial performance during the chirality determination task of 59 participants. Fixation disparity was one of the eye tracking variables explored. Both studies revealed that (1) individuals with higher fixation disparity underperformed on the chirality task, which involves mental rotation and pattern comparison, and (2) fixation disparity improved over time in participants who played Mahjong. This work provides important implications for using fixation disparity as a possible biomarker of visuospatial performance. We introduced a new method to measure fixation disparity and studied its relationship with visuospatial cognition during organic chemistry chirality learning tasks. Two studies show that poor fixation disparity is associated with low task performance, and fixation disparity and task performance can be improved over time by playing a Mahjong game. Our findings suggest that fixation disparity may serve as a possible index of visuospatial cognition and should be further investigated in different educational contexts and tasks. [ABSTRACT FROM AUTHOR]

Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty university students watched a statistics instructional video either with or without instructor presence, while the spontaneous electrical activity of their brain was recorded using electroencephalography (EEG). At the conclusion of the video, they also self-reported overall load, intrinsic load, extraneous load, and germane load they experienced during the video. Learning from the video was assessed via tests of retention and transfer. Results suggested the instructor-present video improved learners' ability to transfer information and was associated with a lower self-reported intrinsic and extraneous load. Event-related changes in theta band activity also indicated lower cognitive load with instructor-present video.

This study investigated the effects of multimedia and modality design principles using a learning intervention about Australia with a sample of college students and employing measures of learning outcomes, visual attention, satisfaction, and mental effort. Seventy-five college students were systematically assigned to one of four conditions: a) text with pictures, b) text without pictures, c) narration with pictures, or d) narration without pictures. No significant differences were found among the four groups in learning performance, satisfaction, or self-reported mental effort, and participants rarely focused their visual attention on the representational pictures provided in the intervention. Neither the multimedia nor the modality principles held true in this study. However, participants in narration environments focused significantly more visual attention on the "Next" button, a navigational aid included on all slides. This study contributes to the research on visual attention and navigational aids in multimedia learning, and it suggests such features may cause distractions, particularly when spoken text is provided without on-screen text. The paper also offers implications for the design of multimedia learning resources so as to improve learning for all students.

P. K. Yonge Development Research School (PKY) is a single-school, K-12, public school district and "Virtually PKY" is the name of our efforts during emergency remote teaching necessitated by COVID-19. Our ability to plan and execute "Virtually PKY" was predicated on years of district-wide leadership and professional learning focused on blended learning and related concepts such as interactions and on efforts to transition to a 1:1 environment. This article shares how we transitioned to "Virtually PKY" and provides examples of how teachers are prioritizing connections and interactions during emergency remote teaching. In particular, we share examples of student-to-student, student-to-teacher, student-to-content and district-family interactions in elementary, middle and high school grades. We conclude with three implications of our work for inservice and preservice teacher educators working to improve virtual efforts now and in the future related to: (1) blended learning, (2) interactions, and (3) teacher inquiry.

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.

Individuals with dyslexia face numerous challenges in school and daily life. Although effective intervention may reduce those challenges (Mather & Wendling, 2011; Shaywitz, 2003; Snowling & Hulme, 2012), most individuals with dyslexia benefit from additional supports that allow them to learn and function independently. The term assistive technology (AT) refers to the services and devices that enable people with disabilities to accomplish daily living tasks; assist them in communication, education, work, or recreation activities; and ultimately, help them achieve greater independence and enhance their quality of life. The National Assistive Technology Research Institute found that although schools do tend to consider AT during individualized education program (IEP) meetings, it is less common that they follow through adequately with assessment, selection, implementation, and evaluation (Bausch, Ault, & Hasselbring, 2015). This may be because most members of the typical IEP team have had little or no preparation specific to why or how assistive technology may benefit learners with different needs despite the fact that such training is mandated within Individuals With Disabilities Education Improvement Act (IDEA) (Edyburn, 2004). AT for students with dyslexia most often mediates the disability in areas of challenge. Specifically, AT can mediate challenges with reading, writing, and spelling. AT helps provide options for students to access content and information in different ways. Text-to-speech software, for example, can be beneficial for students with dyslexia who exhibit weak decoding skills, low levels of fluency, and strong listening comprehension skills. Technologies are being developed more and more rapidly each year, and this is particularly true of technologies designed for individuals with dyslexia. One of the best ways to identify AT for students with dyslexia is for educators to speak with special education and technology experts in their schools or districts about what ATs are available and how others use them to support students with dyslexia. Research has suggested that AT may help mediate some of these challenges. Students with dyslexia benefit when teachers understand how AT may mediate their reading and writing challenges, acquire basic technical knowledge, and learn about specific ATs, strategies for locating ATs, and suggestions for how to support students in using ATs.

This research examines student information and communication technology (ICT) literacy and its relationships to a student's socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology Literacy (ST[superscript 2]L), a performance-based assessment of ICT literacy skills based on the 2008 National Educational Technology Standards for Students (NETS.S). Results show a digital divide between low and high SES, white and non-white, and female and male students on all measures of the ST[superscript 2]L. Specifically, high-SES, white, and female students outperformed their counterparts. The results provide compelling evidence of a digital divide within Florida schools. The article discusses the implications of the findings for practice and future research. (Contains 7 tables and 3 figures.)

This study examined the technology integration practices of teachers involved in a statewide initiative via one cycle of action research. It differs from other studies of teacher technology integration practices because it simultaneously involved and provided direct benefits to teachers and researchers. The study used thematic analysis to provide a macro-level view of the technology integration practices of more than 350 teachers within 16 districts. Specifically, it reveals the content and objectives, audience, classroom implementation strategies, hardware and software use, and outcomes associated with technology integration. This article discusses implications for this and similar initiatives, research, and professional development. (Contains 2 tables and 4 figures.)

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. (Contains 3 tables.)

There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton-Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students' ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed.

This study examined how parents' reports of children's technology use in the home varies by a child's gender or grade level. Framed by technology adoption models, this mixed-method study gathered parent reports of their elementary child's use of portable technology for entertainment and learning in the home, collected from 120 surveys and 13 individual interviews with survey respondents. Results across the four 2×2 ANOVAs yielded three significant main effects: gender and entertainment devices, gender and entertainment apps, grade level and learning apps. No significant effects were found among any of the interaction variables or within the ANOVA summary for learning devices. Interview data revealed girls are interested in reading with Kindle, whereas parents are reluctant to provide boys with portable technology because of their preference to play games. Strategies are provided for teachers, support specialists, and parents to improve how children use technology. Implications for app developers are suggested.

Limited empirical research exists regarding the prevalence of academic dishonesty in the online classroom. This limited evidence supports the notion that factors contributing to academic dishonesty in the traditional classroom also apply to online courses. The purpose of this study is to explore the relationship between factors known to contribute to academic dishonesty in traditional courses with undergraduate students' perceptions of cheating in online courses. 1068 undergraduates enrolled in online courses completed a survey exploring factors known to contribute to academic dishonesty in face-to-face classes and their perception of their peers' level of cheating in online courses. Researchers employed bivariate correlations and multiple regression on data obtained from these students. Results suggest factors known to contribute to academic dishonesty in face-to-face classes have little influence in online courses, and results suggest that future research needs to consider whether students who engage in online learning have different ideas about what constitutes cheating. (Contains 5 tables.)

This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more than 400 classrooms in more than 50 K-12 schools in 11 Florida districts. Trained observers used two valid observation instruments to measure teaching practices and technology use. The Mantel-Haentzel procedure was used to infer statistical differences between fall and spring observations. Observed percentages, means, standard deviations and effect sizes are provided. Results suggest laptop implementation and professional development can lead to increased student-centered teaching, increased tool-based teaching, and increased meaningful use of technology. This research suggests that laptop implementation coupled with professional development may have an immediate impact on instructional practices. (Contains 4 tables.)

The objective of this research was to explore how authentic technology use and teacher inquiry may coalesce during curriculum-based, technology-enhanced field experiences for prospective teachers. Thirteen inquiries were analyzed using qualitative analytic procedures (Rossman, 1998). Results suggest that teacher inquiry may serve a variety of roles during curriculum-based, technology-enhanced field experiences including (1) as a lens through which to consider student learning, (2) as a bridge between content learned in university courses and authentic practices and (3) as a light bulb for conceptual change. This study suggests the positive outcomes of merging teacher inquiry and curriculum-based, technology-enhanced field experiences warrant further study. As such, the article proposes development of a codebook or heuristic designed to provide a coordinated analysis of multiple inquiry results. (Contains 5 tables and 2 figures.)

This article explains and analyzes a four-year, ongoing effort to facilitate effective uses of educational technologies in a large teacher preparation program via partnerships between the university and public schools and between colleges at the university. The research question--"How can diverse partnerships related to technology integration facilitate effective uses of educational technologies within a "village" responsible for preparing prospective teachers?"--is situated within our Teaching and Technology Initiative.

This article explains and analyzes a four-year, ongoing effort to facilitate effective uses of educational technologies in a large teacher preparation program via partnerships between the university and public schools and between colleges at the university. The research question--How can diverse partnerships related to technology integration facilitate effective uses of educational technologies within a "village" responsible for preparing prospective teachers?--is situated within our Teaching and Technology Initiative.

This study describes and analyzes a four-year effort to provide curriculum-based, technology-enhanced field experiences for prospective teachers. These field experiences and this associated study espouse the notion that experiences and reflective activity must coalesce to yield professional growth for prospective teachers. The study suggests that teacher inquiry, a process that scaffolds prospective teachers to systematically and intentionally study their use of technology, may (1) counter many shortcomings associated with traditional strategies designed to promote reflective activity, (2) focus prospective teachers' attention on student learning outcomes, and (3) facilitate more desirable integration strategies during curriculum-based, technology-enhanced field experiences. The study notes that teacher inquiry is widely recognized in the general teacher education literature, yet novel within the context of curriculum-based, technology-enhanced field experiences, and encourages educational technologists to further explore its possibilities as a tool for teacher preparation and educational research. (Contains 5 tables and 4 figures.)

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 to various types of school-university collaborations as well as acts as a catalyst for conversation and a tool for developing collaboration models that work in a local context. (Contains 1 table.)

Lurking behaviour is very common in online communities, especially in large-scale informal online communities. Lurkers, who make up the majority of community members, are often overlooked by researchers. The aim of this investigation was to explore both lurkers and posters' participation and sense of community in informal online education-related communities. An explanatory sequential mixed-methods design was applied. A total of 82 participants completed the survey and 9 of them were interviewed. Results of the investigation showed that although there was no significant difference between lurkers and posters in their sense of community, they reported different perceptions of community during the interviews. Lurkers tended to be more negative about the technical features supporting communities, while posters tended to be more negative about people who hindered community building through disrespectful or unkind contributions. In addition, while participation between those who post and those who lurk was different in the communities studied, interviews suggest that both lurkers and posters had different reasons for lurking and may change their participation behaviours depending on how they perceive the community within different online groups. Practical implication for online community mangers and educators in terms of reconsidering design and management and implications for future studies are discussed. [ABSTRACT FROM AUTHOR]