Tim Green

California State University, Fullerton | CSUF · Department of Elementary and Bilingual Education

Through a lens of cross-cultural collaboration and change theory, this study explored the concerns of higher education faculty from 11 private institutions in Shanghai, China who, with little to no training, were asked to develop and teach a hybrid course. Faculty taught a range of subjects. Using the stages of concern dimension of the concerns-bas...

Flip (formerly Flipgrid) was developed almost 10 years ago as a tool to allow opportunities for engagement and social presence in a virtual learning environment. Recently, we have seen an explosion of Flip’s use by PreK-adult educators, and not surprisingly, literature focused on use, frequency, and implementation strategies. What is missing from t...

Despite indications of significant HyperDoc use, little is known regarding how educators discover and learn about HyperDocs as instructional tools. HyperDocs are interactive digital lesson plans that facilitate students’ exploration of curated sets of digital content and can support social constructivist knowledge building. To address this gap in t...

This exploratory research examined the perceptions of connectedness of graduate students enrolled in a cohort-based online program in educational technology. Specifically, the research examined how connected the graduate students from low context and high context cultures felt to their peers in the program, the professors, and the program in genera...

Comprised of four sections, Overall Developments, Corporate Training and Development, Higher Education, and K-12 Education, this chapter synthesizes the findings of major annual reports, including the Association for Talent Development’s 2019 State of the Industry (Ho, M. 2019 state of the industry: Talent development benchmarks and trends. ATD Res...

While the video discussion tool Flipgrid has increasingly become popular among educators, limited research has been conducted with Flipgrid as the subject. The research on Flipgrid has focused, to date, primarily on single-case uses. These studies have been beneficial in examining how Flipgrid is being used in isolated contexts. The goal in conduct...

This self-study examines the intersectionality of online teaching, inclusive teaching practices, and culturally responsive teaching in an online graduate teacher education program. Inspired by student perceptions of the promotion of equity and inclusion in the online program, our critical friends group engaged in ongoing reflection and discourse ab...

HyperDocs are interactive, digital teaching and learning materials created, disseminated, and remixed by educators. To date, HyperDocs have not been the subject of published, peer-reviewed research. To address this research gap, we engaged in exploratory, primarily qualitative research to systematically examine how and why teachers use HyperDocs. W...

Making Technology Work in Schools is an easy-to-use guide for transforming your school into a learner-centered, tech-rich environment. School systems are increasingly adopting ambitious new educational technologies, but how do you make sure they are yielding effective teaching and learning experiences? The authors’ proven, intuitive practices speak...

This chapter comprises of four sections: Overall Developments, Corporate Training and Development, Higher Education, and K-12 Education. This chapter synthesizes the findings of major annual reports, including the Online Report Card: Tracking Online Education in the United States (Allen & Seaman, 2016); the ECAR Study of Students and Information Te...

This is the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is part of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

This is a chapter of the recently published Essentials of Instructional Design 4th Edition (Routledge). For more information from the publisher please see https://bit.ly/2Z2Nib4

Self-efficacy beliefs are critical determinants of human behavior and motivation. Self-efficacy, however, was developed as a concept prior to the advent of social media, and it is not yet fully understood how these new media impact self-efficacy beliefs. In the particular case of educator self-efficacy, the potential role social media could play in...

This chapter discusses reconsidering how P-12 teaching and learning can more directly and effectively meet the needs of the current and future P-12 learners that we have defined as the iMaker Generation. The iMaker Generation, a derivative of the maker culture and the maker mindset (Martin, 2015), should be provided with educational environments th...

Social media such as Facebook and Pinterest have become sites of self-directed professional learning and networking for some educators. In this paper, we describe how educators combine the use of two specific digital tools, Twitter and Voxer, for professional learning. We gathered data from 240 educators via an electronic survey that was primarily...

Instructional Design literature provides descriptions of established models that are particularly helpful for novices learning the patterns and approaches that have historically proven successful. However, it does not provide as much information about the design process in its largest sense. The popularity of established ID models may cause instruc...

We continue the tradition of reporting the past year’s issues and trends that shape attitudes and approaches to instructional technology. This chapter is comprised of four sections: Overall Developments, Corporate Training and Development, Higher Education, and K-12 Settings. The trends and issues described are based on major annual reports sponsor...

Comprised of four sections: Overall Developments; Corporate Training and Development; Higher Education; and K-12 Education, this chapter synthesizes the findings of major annual reports, including the Sloane Consortium’s, Grade Level: Tracking Online Education in the United States (Allen and Seaman, Grade level: Tracking online education in the Uni...

Voxer is a messaging tool that allows for voice, text, image, and video communication. To explore Voxer's role in education, we surveyed 240 educators. Heutagogy served as the theoretical framework for the study. Results indicated that participants used Voxer to communicate with educators from diverse roles and from beyond their schools, districts,...

This multi-year exploratory research examined the perceptions of connectedness of students enrolled in an online cohort-based Master's program in educational technology. The research specifically examined the level of connectedness the graduate students from low-context and high-context cultures felt towards their peers, the professors, and the pro...

This article shares the results of a longitudinal study conducted of a doctoral-level curriculum and instruction class taught in a hybrid format at a Mid-Size Public Southern University. The purpose of this study was to determine which technologies doctoral students used to facilitate group projects in an online curriculum and instruction course, h...

Full article can be viewed at http://rdcu.be/vIjg

Digital video, audio, and text have never been more popular, and educators need to know how to make new media work in all types of learning environments. The Educator’s Guide to Producing New Media and Open Educational Resources provides practical advice on how to produce and use open access resources to support student learning. This realistic "ho...

This study explored the effects of a portable technology intervention, the Nook Simple Touch eReader, on student performance in Reading and English/Language Arts when included as an integral part of the teaching and learning process in an elementary third-grade classroom. This study used the participating students’ end-of-year second-grade scores f...

Comprised of four sections, Overall Developments, Corporate Training and Development, Higher Education, and K–12 Education, this chapter synthesizes the findings of major annual reports, including the Sloan Consortium’s Grade Change: Tracking Online Education in the United States (Allen, I. E., & Seaman, J. (2014). Babson Park, MA: Babson Survey Re...

A report on the use and production of social media for professional, academic purposes. Results suggest organizing the use of social media for professional purposes into three major categories; type, effort, and impact. A review of the literature on higher education faculty productivity and social media use is included. The presentation concludes w...

Comprising four sections: Overall Developments; Corporate Training and Development; Higher Education; and K-12 Education, this chapter synthesizes the findings of major annual reports including, ASTD’s Annual Review of Workplace Learning and Development Data (State of the industry, 2012: ASTD’s annual review of workplace learning and development da...

The National Council for the Social Studies, the largest professional organization for social studies educators, indicates that the primary purpose of the social studies is to help youth become responsible citizens who are capable of making informed and reasoned decisions for the good of society. For this purpose to be met, students need to underst...

Despite it being the second decade of the 21st century, there still exists a range of definitions of what a 21st century learning environment is. This can be troublesome for teacher educators as we strive to prepare teachers for environments we can't clearly describe. In order to describe a 21st century learning environment, we developed an IC Map...

This case study examines the benefits of integrating wikis into the World History curriculum. Six middle school students chosen because of their designation in relevant subgroups—GATE, AVID, and RSP—participated in this 20-week study. Abstract historical concepts can be difficult to grasp; therefore, students collaborated via a wiki on topics that...

This chapter is comprised of four sections: Overall Developments, Corporate Training and Development, Higher Education, and K-12 Education; this chapter synthesizes the findings of major annual reports including ASTD’s 2010 State of the Industry Report, the EDUCAUSE Core Data Service Fiscal Year 2009 Summary Report, The ECAR study of undergraduate...

Teacher education programs must continue to find greater parallels between the experiences provided to teacher candidates and what is occurring in classrooms. In this article, we describe technology use in schools, our courses, and our students' field experiences. Specifically, we describe the results of our efforts to mirror our teacher education...

Comprised of four sections: overall developments; corporate training and development; higher education; and K-12 education, this chapter synthesizes the findings of major annual reports including ASTDs, State of the Industry Report; the, EDUCAUSE Core Data Service Fiscal Year 2008 Summary Report; The ECAR study of undergraduate students and informa...

This study compares teacher candidates’ initial and changed beliefs, dispositions, and uses of technology in two credential program models: a one-to-one laptop program with ubiquitous technology use and a traditional credential program in which students are expected to have specific technology experiences and requirements in each course (a model mo...

Over the last decade there has been a rapid diffusion of cellular technology. Though cell phone use began as a business tool, it has now become part of popular culture. Because of the near ubiquitous presence of cell phone technology among teens in the United States, schools are beginning to explore the use of cell phones as a learning tool. This p...

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