Tiffany Anne Roman

Tiffany Anne Roman
Kennesaw State University | KSU · Department of Instructional Technology

Doctor of Philosophy

About

12
Publications
7,670
Reads
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207
Citations
Introduction
Tiffany Anne Roman is an Assistant Professor of Instructional Technology at Kennesaw State University. She previously worked as a graduate research assistant for the Educational Research and Evaluation Division of Learning Technologies at Indiana University Bloomington. Her research interests include active learning classrooms, the integration of emerging technologies in K-16, design education (broadly conceived), and online formative peer feedback.
Additional affiliations
July 2015 - July 2016
Indiana University Bloomington
Position
  • Graduate Assistant, Educational Research and Evaluation

Publications

Publications (12)
Article
This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner e...
Article
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To address the emotional and mental health needs of teachers during the COVID-19 pandemic, existing instructional technology tools can be rapidly adapted to support trauma-informed educational practices. In this action research and practice brief, the instructional strategies and communication tools used to support the mental health needs of preser...
Article
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Authentic learning in online education is feasible with intentional instructional strategies and appropriate educational technologies, yet as a learning approach, barriers to implementation still exist. We argue that authentic learning in online education can be successfully supported when the characteristics of authentic learning are (a) intention...
Article
Full-text available
Active Learning Classrooms provide several advantages for teaching and learning by offering many physical and technological affordances that one can choose from when designing instruction. For courses where student writing is central activity to course learning outcomes, a challenge exists in that the innovative digital technologies may hide the op...
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Three-dimensional (3-D) virtual environments have key affordances that can improve learning, particularly when context, culture, and pedagogical aims are aligned to a given learning situation. One challenge in detailing effective uses of 3-D virtual environments in teaching and learning contexts is that the design judgments involved are not always...
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To better support pedagogies of engagement, such as peer learning, team learning, and inquiry-based learning, Active Learning Classrooms (ALCs) are equipped with a range of physical and technological affordances, including movable furniture, ample whiteboard access, and immediate work-sharing capabilities using mobile technologies and displays. Alt...
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Centers for Teaching and Learning (CTLs) have long offered the service of classroom observations to instructors who seek to improve in-class teaching effectiveness. Classroom observations, however, have not explicitly addressed the recent emergence of "active learning classrooms," classrooms that are designed to support active and collaborative lea...
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Within the United States, there has been a call for timely, effective, and targeted communication between home and school environments to increase student achievement and engage parents (Project Tomorrow, 2011a). Although teachers can use websites as a means of communication to connect with parents online (Dunn, 2011; Janicki & Chandler-Olcott, 201...
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It is becoming increasingly vital to publish and share research as well as get citations for the purpose of researcher visibility. The publishing options available for research distribution seem endless. It really is an academic jungle out there! This article reviews why early career researchers and graduate scholars should consider their research...
Article
Researchers have called for renewed efforts in exploring both what knowledge should be taught in preservice teacher education programs with regard to technology, and how to best prepare teachers to effectively use that knowledge to support teaching and learning. This study compared the importance of technology topics from teacher educators and teac...
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Full-text available
Prior research has indicated that all U.S. teacher preparation programs provide instruction on technology integration within coursework and related requirements. This study provides a more detailed investigation into the types and content of technology experiences U.S. teacher preparation programs offer teachers in training. The researchers analyze...

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Projects

Project (1)
Project
This study seeks to examine the experiences and needs of faculty and university students in regards to physical learning environments for teaching and learning purposes at the campus level. This study also goes beyond perceptions by investigating if the classroom learning spaces in which instruction takes place has any correlation with the learning outcomes of students, as identified by grade outcomes of a given course when the instructor and subject matter are held constant.