
Evrim BaranIowa State University | ISU · School of Education
Evrim Baran
PhD
About
94
Publications
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Introduction
Evrim Baran is a professor of Educational Technology and Human Computer Interaction at Iowa State University. Her research converges educational technology, human computer interaction, and learning sciences to answer complex problems in today’s STEM learning environments.
Additional affiliations
January 2018 - present
July 2012 - December 2017
January 2007 - June 2011
Publications
Publications (94)
This study explores the integration of Artificial Intelligence (AI) in teacher education and the challenges educators face in gaining agency and understanding of AI implementation. Focusing on the concept of discursive closure, it investigates how educators envision the future of AI in education (AIed) and the implications of dominant discourses in...
There is a growing interest in the research and use of automated feedback dashboards that display classroom analytics; yet little is known about the detailed processes instructors use to make sense of these tools, and to determine the impact on their teaching practices. This research was conducted at a public Midwestern university within the contex...
There is a growing interest in the research and use of automated feedback dashboards that display classroom analytics; yet little is known about the detailed processes instructors use to make sense of these tools, and to determine the impact on their teaching practices. This research was conducted at a public Midwestern university within the contex...
Computational analysis methods and machine learning techniques introduce innovative ways to capture classroom interactions and display data on analytics dashboards. Automated classroom analytics employ advanced data analysis, providing educators with comprehensive insights into student participation, engagement, and behavioral trends within classro...
Mobile tools are integrated into teacher education settings to provide contextualized, connected, and collaborative teacher learning practices. In this case study, the video-enhanced observation (VEO) app was used in a science methods course to facilitate preservice teachers’ reciprocal peer-teaching of inquiry-based lesson study. This research exa...
Design thinking has received considerable global attention in the education community given its focus on creative problem solving, human-centered design, and empathetic understanding. In response to the need for exemplary practices for teacher educators, we designed and implemented a design thinking module in a college-level learning technologies c...
The purpose of this chapter is to present the use of Arduino in engineering design-based STEM activities at the secondary school level in K-12 education. Examples of the use of Arduino and the free Arduino Science Journal mobile application are also presented along with different stages of the design process in engineering design-based thematic act...
By 2028, the U.S. will have the largest percentage of foreign-born individuals since 1850 with non-Hispanic whites in the 18-29 age group in the minority. These changing demographics require a major shift in education practices that will affect these residents' ability to continue their education, recruit for civilian careers, enlist in the militar...
The purpose of this study was to investigate the restructuring process of a university health-related physical activity course with technology and its impact on teaching & learning practices. Using a design-based research approach, data were collected in five semesters by applying the technology integration strategies iteratively. Beginning with ne...
Faculty professional development is known to be a key factor contributing to the effective implementation of evidence-based teaching in STEM classrooms. In this research, we developed TEACHActive, an innovative classroom analytics-driven professional development model that supports the reflective practices of engineering instructors in higher educa...
The main purpose of this study was to examine a case in the context of a Faculty Technology Mentoring (FTM) program that provided customised technology integration support to faculty members in different disciplines. The FTM was implemented as a university-wide professional development model to enhance faculty members’ adoption of technology into t...
The educational potentials of using student response systems (SRSs) as emerging mobile technologies in higher education classrooms are increasing. The need to understand and integrate these technologies into English as a Foreign Language (EFL) contexts has become evident. This mixed-methods study aimed at investigating the effects of an SRS-support...
Computer vision has the potential to play a significant role in capacity building for classroom instructors via automated feedback. This paper describes the implementation of an automated sensing and feedback system, TEACHActive. The results of this paper can enable other campuses to replicate a similar system using open-source software and consume...
Active learning approach, an umbrella term for a multitude of instructional methods that require students to actively participate in the learning process, has gained increasing popularity in engineering education. Based on the complexity and the time requirement, active learning can take many different forms from simply pausing a lecture and asking...
Open educational resources (OER) offer opportunities for pedagogical change through participatory practices in higher education. Open pedagogy emerged as a teaching practice to empower learners in the creation of OER content. This chapter presents three cases where open pedagogy was put into practice in a higher education institution. The three cas...
This teaching brief describes an approach we developed in response to the shifting needs resulting from the Covid-19 pandemic. The human-centered design (HCD) approach, helped to shape our online course design and teaching strategies during these unique times.
TEACHActive is an automated feedback dashboard that provides instructors with visual classroom analytics about the active learning facilitation strategies they use in their classrooms. We describe TEACHActive system's root requirement of improving pedagogical practices through refection, the system's process of data fow from an automated observatio...
Effective facilitation of active learning is key to enhancing student engagement in engineering classrooms. Instructors need opportunities for frequent observation, feedback, and reflection on the use of their active learning strategies, yet there are no validated automated
approaches available. We address this need by designing a feedback dashboar...
This qualitative case study aimed to examine faculty members’ perceived behaviour regarding the use of technology in their classrooms. The behavior was examined within the framework of the decomposed theory of planned behavior. The theory states that technology integration behaviour is directly related to intention and perceived behaviour control a...
This design case describes an open educational resource (OER) created to help educators explore learning technologies that they can utilize in their remote teaching practices during the COVID-19 pandemic. The OER offers guidance on how to use certain online learning tools, pedagogical applications of them, and additional resources. It also provides...
'Critical questions for open educational practices' is a special issue of the journal Distance Education (41/2, 2020, https://www.tandfonline.com/toc/cdie20/41/2).
On 16 June 2020 an 'issue launch webinar' was hosted by ODLAA featuring the special issue editors and authors. The recording is available here: https://youtu.be/32O9eTRfRW4
The slides...
Teacher education programs all around the world are challenged with the emergency transition to remote teaching due to the COVID-19 pandemic. Human-centered design can help generate creative solutions to the pedagogical problems that teacher educators face during this transition. In this paper, we present a case of the Advanced Learning Technologie...
Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop and conceptualize open pedagogy models in higher education contexts. This case study examined student perspectives on the affordances, challenges, and i...
Extended Reality applications like VR and AR can make the process of explaining complicated concepts less challenging by adding interactive audio and visual elements in instruction. Pre-service teacher education preparation programs should follow a design-based process for developing courses that meet the needs of current teachers and the education...
Background: Teachers play a prominent role in facilitating the integration of engineering into school instruction. There is an extensive body of literature that has addressed the delivery of engineering teacher professional development programs. A few studies have summarized the features of engineering teacher professional development programs, but...
The purpose of the study was to analyze the development of middle school science teachers’ understanding of engineering design process. The study conceptualized engineering design process that serves as an important context for integrating engineering into K-12 science instruction and described patterns teachers might use to move
towards a more sop...
The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for Technological Pedagogical Content Knowledge (TPACK). Specifically, we focused on the strategies included in the Synthesis of Qualitative Evidence (SQD) model: 1) using teacher educators as role models, 2) refl...
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self‐efficacy to design IC...
There is an increasing awareness of out‐of‐school program value in enhancing student interest and understanding of science, technology, engineering, and mathematics (STEM). This study examined the impact of an out‐of‐school STEM education program on student attitudes toward STEM disciplines and STEM careers. A STEM education program implemented at...
The main purpose of this study was to design and implement a professional development programme on technology integration for teachers in a public education centre based on the technological pedagogical content knowledge (TPACK) framework and learning by design approach, and to evaluate the programme’s impact. Ten adult education teachers in a publ...
The purpose of the study was to observe the indicators of science teachers’ technological pedagogical content knowledge (TPACK) using a video-based research method. The study was conducted with four in-service science teachers who taught at a school that offered tablet-based education in primary and secondary levels. Data sources included video-rec...
Transforming Teacher Education with Mobile Technologies provides an international, comparative overview of current thinking and research in the field of mobile learning and teaching/teacher education, with case studies from Australia, Germany, Ireland, Norway, Sweden, Turkey and the United Kingdom. Drawing together contributions with teachers and t...
Sinyal
ilkesinin öğrenme üzerindeki etkisini araştıran çalışmalarda, genel olarak
görüşme, başarı testleri ve sesli düşünme yöntemleri kullanılmaktadır. Ancak,
bu çalışmalarda nitel verileri destekleyecek nicel veriler kısıtlıdır. Bu
çalışmanın amacı, sinyal ilkesinin öğrenme üzerindeki etkisini göz hareketi
verileriyle destekleyerek incelemektedir...
The technology-rich educational environment in higher education compels faculty members to integrate technology into their classrooms. Developing and supporting their technology integration behavior is needed to perform and maintain its continuity. To understand the factors affecting faculty members’ technology integration, mixed-method designed wa...
The aim of this research was to investigate the changes in interaction with respect to network structure and level of knowledge construction and to explore the factors influencing interaction in peer-facilitated online discussions. This mixed-method study was conducted with 11 graduate students participating in peer-facilitated online discussions f...
Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this research is to investigate the integration of mobile technologies into teacher observation. Using a case study method, authors compare the traditional narrative paper-pen, mobi...
A large body of literature suggests that attitudes toward technology and its educational use are important determinants of technology acceptance and integration in classrooms. At the same time, teachers' Technological, Pedagogical, and Content Knowledge (TPACK) facilitates the meaningful use of technology for educational purposes. Overall, attitude...
This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whe...
Preparing future teachers to integrate ICT in their educational practice is a challenge that teacher training institutions (TTI) are increasingly confronted with (Liu, 2016). To train pre-service teachers, TTIs need to help them bridge the gap between technology, pedagogy, and content knowledge (TPACK). Mishra and Koehler (2009) argue that for ICT...
The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three...
Recent interest in integrating mobile apps into teaching will continue growing. There remains, however, a pressing need to develop methods and resources to support and educate preservice teachers about the use of these technologies. This case study aimed to examine preservice teachers’ criteria for evaluating educational mobile apps. Nineteen fourt...
The main purpose of this study was to design and implement a professional development program to support teachers’ TPACK in a public education center (PEC) in Turkey, and to evaluate impact of the program on teachers’ TPACK. 10 teachers teaching adult learners in a PEC participated in this case study research. Data sources included teacher reflecti...
The present study builds on the assumption that both pre-service teachers’ ICT-related background characteristics (e.g., ICT-attitudes) and perceived support from their teacher training institution (TTI) affect their Technological Pedagogical Content Knowledge (TPACK). While previous research documented similar determinants, this paper studied the...
Teachers’ embracing of online teaching is a key factor in the growth of online education. While it is critical to examine exemplary online teachers’ practices to present models for successful online teaching, limited research exists on why exemplary teachers decide to teach online. In order to identify strategies for supporting online teachers, a m...
Preservice teachers’ classroom management knowledge is gained through varied teaching and learning experiences, yet limited research exists on its sources. Following a case study methodology, this research investigated sources of classroom management knowledge in the context of a classroom management course offered during the spring semester of a f...
Teachers’ embracing of online teaching is a key factor in the growth of online education. While it is critical to examine exemplary online teachers’ practices to present models for successful online teaching, limited research exists on why exemplary teachers decide to teach online. In order to identify strategies for supporting online teachers, a m...
Teachers’ embracing of online teaching is a key factor in the growth of online education. While it is critical to examine exemplary online teachers’ practices to present models for successful online teaching, limited research exists on why exemplary teachers decide to teach online. In order to identify strategies for supporting online teachers, a m...
This paper has been awarded the prize of best paper at the Educational Technology World Conference (ETWC) 2016. The main aim of this study was to measure the impact of the support pre-service teachers receive on their knowledge for effective technology integration, namely technological pedagogical content knowledge (TPACK). Specifically, we focused...
Higher education environments need further evidence of the impact of faculty technology mentoring (FTM) models on graduate students to promote and sustain these programs as well as develop policies related to their support. To address this need, the current study investigated the impact of a university-wide FTM program on participating graduate stu...
Design-based learning (DBL) has been considered a useful approach in teacher education because of its emphasis on the investigation of technology integration problems in design processes. Despite recent interest in understanding how technological, pedagogical, and content knowledge (TPACK) translates to action, limited research exists on how TPACK...
A growing and increasingly important area of research in higher education is the investigation of how different forms of support and training programs facilitate faculty adoption of technology into pedagogical practices. This study explored the implementation of a faculty technology mentoring (FTM) program as a university-wide professional developm...
Recent reports call for reformed education policies in Turkey as well to develop students’ knowledge and skills about STEM education and improving STEM workforce in the country. This research implemented an integrated out-of-school STEM education program for 6th grade students who come from disadvantaged areas in a large urban city in Turkey. This...
Recent reports call for reformed education policies in Turkey in accordance with the need to develop students' knowledge and skills about STEM education and improving STEM workforce in the country. This research implemented an integrated out-of-school STEM education program for 6th grade students who come from disadvantaged areas in a large urban c...
Technological Pedagogical Content Knowledge (TPACK) framework has played an important role in rethinking current teacher education and technology practices both in Turkey and around the world. Due to the recent increase in the number of research studies conducted on TPACK in Turkey, there has been an emerging need to investigate the research on TPA...
The purpose of this study was to investigate the impact of in-service teacher training program, designed with technological pedagogical content knowledge (TPACK) framework, on science teachers' self-efficacy. This is a longitudinal study in nature. The TPACK training was implemented between 18-25 August 2013 with 24 science teachers from 18 differe...
This paper aimed to present a STEM PSA actvivity implemented with 6th graders who participated to a STEM training project in the Faculty of Education at Middle East Technical University in Turkey. The training Project was supported by the Scientific and Technological Research Council of Turkey. The STEM PSA activity was implemented at a computer la...
Mobile devices have become attractive learning devices for education. While the majority of the existing research has focused primarily on the value of mobile learning for students, researchers have recently started exploring its potentials within teacher development. The present qualitative synthesis of quantitative and qualitative research aimed...
The quality of online programs in higher education is strongly correlated with how the professional development approaches respond to the needs of online teachers. These approaches are critical in helping online teachers adopt online pedagogical practices and reconstruct their teacher persona in an online environment. This study proposes a nested p...
Background
Although advances in distance learning have shown signs of a reconfiguration of the teacher's role in online environments, a large number of online teaching practices still do not show many signs of this shift. Given the need for a change in pedagogies, investigating how exemplary teachers transfer their thinking, pedagogical knowledge,...
There is an emerging need for a transformation of traditional pedagogies in higher education environments. Social media tools present opportunities for designing learning experiences that afford extended social interaction and collaboration. This paper presents a case where several social media tools were used as course platforms in the context of...
Understanding what is lacking in the online teaching literature is critical to helping researchers and practitioners develop programs and support mechanisms for online teachers in higher education. This review formulates a critique of the standards- and competency-driven vision of online teaching from the perspective of transformative learning theo...
TPACK (technological pedagogical content knowledge) has emerged as a clear and useful construct for researchers working to understand technology integration in learning and teaching. Whereas first generation TPACK work focused upon explaining and interpreting the construct, TPACK has now entered a second generation where the focus is upon using the...
This dissertation was an in-depth investigation of successful online teaching in the context of higher education. It is presented in nontraditional dissertation format as approved by the Department of Curriculum and Instruction, Iowa State University. This dissertation includes three publishable journal articles that would represent Chapter 2, 3 an...
This study explored student-led facilitation strategies used to overcome the challenges of instructor-dominated facilitation, enhance the sense of learning community, and encourage student participation in online discussions. It presents a series of cases of students' facilitation strategies and using qualitative data analysis of discussion threads...
Based in Shulman’s idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper d...
This study examined how global learning teams utilized technology in a virtual collaboration to solve complex problems. The study offers an in-depth explanation of why and how the learning teams used technology to support computer-mediated communication. A model of technology application at different stages of virtual collaborative process is propo...
Teachers' understanding of Technological Pedagogical Content Knowledge is critical in accomplishing successful technology integration in teaching. This study investigated how in-service teachers' beliefs about teaching and technology changed as a result of a set of educational technology summer courses, conducted both face-to-face and online. A sin...