Troy Hicks

Troy Hicks
Central Michigan University | CMU · Department of Teacher Education and Professional Development

PhD

About

50
Publications
3,876
Reads
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342
Citations
Citations since 2017
28 Research Items
200 Citations
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Introduction
Dr. Troy Hicks is a professor of English and education at Central Michigan University. He directs both the Chippewa River Writing Project and the Master of Arts in Educational Technology degree program. A former middle school teacher, he collaborates with K–12 colleagues and explores how they implement new literacies in their classrooms. He can be followed on Twitter: @hickstro

Publications

Publications (50)
Article
Full-text available
Background and objectives: Despite the requirements of the Accreditation Council for Graduate Medical Education (ACGME) to provide feedback, assessments are often not meeting the needs of resident learners. The objective of this study was to explore residents' approach to reviewing, interpreting, and incorporating the feedback provided in written...
Article
Full-text available
As Chinese college students work toward writing proficiency in English, a tension between direct, teacher-led instruction that focuses on proper usage conflicts with changes in literacy practices enabled by technology. As a visiting scholar to an American university, Author 1 was compelled to use strategies she saw in Author 2’s first year writing...
Preprint
The present study aimed to assess the current state of professional competencies (PCs) [general and specific competencies (GSCs)] in Iranian agricultural teachers (ATs) for working with students with special needs (SSNs), to compare it with the desired state, and then to analyze their gaps. The statistical population of this study consisted of two...
Article
Full-text available
Tensions between high school writing curricula and students' lived literacies persist in spite of burgeoning research in multimodal composition. Drawn from the second iteration of a multi-year formative experiment, this narrative explores the dissonance stemming from the meeting of these two worlds in a project titled Digital Self Portrait. This co...
Article
Full-text available
As the COVID-19 pandemic forced schools to close in the spring of 2020, teacher consultants from a local writing project site were compelled to make their practice public, sharing conversations about what remote learning and the teaching of writing could look like through a series of eight webinars and, subsequently, an open institute in the summer...
Article
Full-text available
We all have stories of the COVID-19 pandemic that have been etched in memory, and it was a combination of two factors within the context of my home state of Michigan that I begin this discussion of my own response across the spring of 2020. It was already late March, and just after Michigan’s governor had issued her first ‘stay safe, stay home’ ord...
Chapter
For centuries, both the technologies of literacy—from cuneiform tablets to the printing press to, most recently, the smartphone—as well as the practices of reading, writing, listening, speaking, viewing, and visually representing have evolved. In the late 1990s, with the emergence of the hyperlinked and increasingly visual form of the Internet know...
Article
Since the emergence of the World Wide Web and e‐reading devices in the late 1990s and early 2000s, reading research has focused on issues of website credibility, search and navigation strategies, and the ability to comprehend text on‐screen as compared with in print. What has been missing, however, are data about the specific texts that adolescents...
Article
Hypertext and hypermedia refer to compositions that are created with and read/viewed by digital technologies such as computers, tablets, or smartphones. In addition to having textual elements (words, sentences, paragraphs), hypertexts contain links to other documents available on the Internet. In addition, hypermedia is distinguished from hypertext...
Article
Many educators are looking for alternative ways to encourage and recognize student learning, yet new approaches bring forth new challenges. This article recounts a high school teacher’s efforts to implement a digital badging (micro-credentialing) program in the English Language Arts classroom as an alternative to traditional forms of assessment. Af...
Article
Full-text available
These belief statements were developed in 2018 by the ELATE commission's Digital Literacies in Teacher Education commission. They offer a layered framework to support colleagues in their efforts to confidently and creatively explore networked, ubiquitous technologies in a way that deepens and expands the core principles of practice that have emerge...
Article
Full-text available
In today's global culture and economy, in which individuals have access to information at their fingertips at all times, digital and media literacy are essential to participate in society. But what specific competencies must young citizens acquire? How do these competencies influence pedagogy? How are student knowledge, attitudes, and behaviors cha...
Article
Undergraduate engineering laboratory courses are designed to increase students' hands-on capabilities through application of theoretical knowledge. However, a laboratory manual may lack any connection to prior content, and expectations for thoughtful, developed writing are minimal. In this article, an instructor's implementation of a collaborative...
Article
In this article, we draw on the experiences of two young adults, Beth and Jamie (pseudonyms), who participated in a connectivist Massive Open Online Course (cMOOC) to explore how adolescents can become active members in a community of learners and the digital literacy practices that support this entry. We argue that Beth and Jamie engaged in digita...
Article
Full-text available
In this article, we reflect upon "the teacher as writer" and describe how we see this concept and movement developing. We articulate a view of the teacher-writer as empowered advocate. Using examples from our scholarship, we illustrate how this powerful idea can transform research conducted about and with teachers. Finally, we draw attention to the...
Book
Find out how to incorporate digital tools into your English language arts class to improve students’ reading, writing, listening, and speaking skills. Authors Jeremy Hyler and Troy Hicks show you that technology is not just about making a lesson engaging; it’s about helping students become effective creators and consumers of information in today’s...
Chapter
Though many teachers, including the authors in this collection, are incorporating digital writing tools and making significant changes in their instruction, too many other teachers are not. Based on the results of a Pew Internet and National Writing Project survey, this chapter explores six skills that a majority of writing teachers describe as "es...
Chapter
Opportunities for teachers to engage in professional development that leads to substantive change in their instructional practice are few, yet the National Writing Project (NWP) provides one such “transformational” experience through their summer institutes (Whitney, 2008). Also, despite recent moves in the field of English education to integrate d...
Article
Building on Hillocks’ (1995) concepts of the declarative and procedural knowledge that writers need in order to craft effective writing, this article explores the writing process of one pre-service teacher as she moved from a personal narrative to an essay to a digital story. The authors argue that digital writers—in addition to needing declarative...
Article
Opportunities for teachers to engage in professional development that leads to substantive change in their instructional practice are few, yet the National Writing Project (NWP) provides one such "transformational" experience through their summer institutes (Whitney, 2008). Also, despite recent moves in the field of English education to integrate d...
Article
Communities—and their literacies—exist within larger contexts, and writing has the potential to empower or oppress, to maintain the status quo, or to transform the collective community. School is one such context and, in recent years, the nature of writing has changed; digital writing skills needed to participate in contemporary society do not alwa...
Article
Creating a group paper has always made unusual demands on students as they figure out their role in the process of collaborative authorship. Inviting writers to work with newer technologies, such as online word processors and wikis, can provide opportunities to make the process and outcomes of collaboration more transparent. In this article, collab...
Article
As digital portfolios become more prevalent in teacher education, the purposes and processes for creating them have become contested. Originally meant to be critical and reflective spaces for learning about multimedia and conceived as contributing to professional growth, research shows that digital portfolios are now increasingly being used to prov...
Article
As a commentary aimed toward revision of "Beliefs About Techno logy and the Preparation of English Teachers: Beginning the Conversation" (Swenson, Rozema, Young, McGrail, & Whitin, 2005), this paper encourages the authors to focus on the multiliteracies that technologies enable as a guiding theme rather than on techno logies themselves. It also con...

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