About
37
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Introduction
My research concerns technology integration and learning technologies in formal and informal learning spaces, emphasizing Technological Pedagogical Content Knowledge (TPACK), emerging technologies in maker education and computational thinking (CT), and instructional design and development.
Additional affiliations
August 2015 - May 2016
August 2011 - December 2016
Education
August 2011 - December 2017
Publications
Publications (37)
Social media has been shown to be an efficient way to engage in networked participatory scholarship (NPS), which is defined as the use of online social networks to share and further develop scholarship. As leaders in the field, educational technology scholars should be at the forefront of this practice. We used social network analysis (SNA) to exam...
This single-case study focused on the impact of design elements in online professional development for Instructional Technology Coaches to develop their TPACK. In this study, 30 participants enrolled in an online professional development series of synchronous and asynchronous sessions called Pathways. Ten design elements were implemented including...
This study investigated in-service teachers’ perceptions and development of computational thinking (CT) skills in an online graduate emerging technologies course. Participants perceived that they increased their CT problem-solving and creativity skills and decreased their collaborative learning and critical thinking skills. Additionally, teachers i...
One favored approach to teaching computational thinking (CT) and coding
skills in PK-12 computer science education is to use educational physical
computing and robotics devices (ePCRs). Marrying the physical functionalities
and computer coding possibilities, ePCRs show great promise in cultivating
PK-12 students’ CT and 21-st century skills. Howeve...
Modeling is a widely adopted and frequently used strategy to prepare teacher candidates for technology integration. However, whether modeling as a strategy alone is enough for technology-infused teacher preparation programs is questionable. Therefore, the purpose of this paper is to describe an investigation of how teacher educators model technolog...
https://www.learntechlib.org/primary/p/221972/ Panelists for this session worked together with a larger group of educational technology faculty and PK-12 professional developers to take a “deep dive” into the research and practice-based literature related to the four pillars that support a technology-infused teacher preparation program design: (1)...
Modeling is a widely adopted and frequently used strategy to prepare teacher candidates for technology integration. However, whether modeling as a strategy alone is enough for technology-infused teacher preparation programs is questionable. Therefore, the purpose of this paper is to describe an investigation of how teacher educators model technolog...
This study analyzed 281 lesson plans collected from the producers’ websites of 12 educational physical computing and robotics (ePCR) devices. We extracted and coded five variables from each lesson. They were ePCR functionality, coding skills, computational thinking skills, math knowledge, and activity design. First, a two-step cluster analysis was...
This paper reports on nine elementary, middle, and high school in-service teachers who
participated in a series of workshops aimed at exploring the wonder, joy, and beauty of mathematics
through the creation and application of digitally fabricated tools (i.e., laser-cut and 3D printed).
Using the Technological Pedagogical and Content Knowledge (TPA...
Before the COVID-19 pandemic, some teacher education
programs started maker education initiatives to integrate the
tools, practices, and mindset of the maker movement into
their curricula. These efforts came to a grinding halt at the
beginning of the pandemic due to the sudden transition to
emergency remote teaching (ERT). Post-ERT, educators have...
Promoting educational innovations through maker-centered learning in teacher education programs has been substantially disrupted due to the emergency situations resulting from the COVID-19 pandemic. This chapter illustrates the transformation of a maker education initiative, led by an instructional technology coach at a southeastern university. Thr...
Researchers have been examining preservice teachers’ development of TPACK in edtech courses for years. However, most empirical studies used small samples to look at preservice teachers’ TPACK development in the edtech courses. With a small dataset, it is hard to know whether there consistently exist knowledge gaps in preservice teachers’ prior know...
Technological pedagogical content knowledge (TPACK) was established in the literature in 2005 as a valuable framework for researchers and educators to conceptualize technology integration. The rapid adoption of TPACK has produced an abundance of scholarship that applies to the TPACK framework. Research has also served to advance the framework itsel...
This design case shows a course designed for teaching preservice teachers about how to design literacy-infused STEAM learning experiences that involve both making and the use of educational technology at a large Midwestern land-grant university in the U.S. This course emphasizes the high-tech making activities in PK-12 formal education that offers...
Designing a mobile makerspace, the MakerBus, originated from our goal of bringing maker education to all students in K-12, thus empowering students to believe they could create things and make social changes. This design case was guided by human-centered design principles and rapid prototyping instructional design model. In this paper, we elaborate...
The study’s purpose was to investigate whether two different pedagogical strategies, flipped classroom and flipped team-based learning (FTBL), had different impacts on preservice teachers’ TPACK, attitudes, self-efficacy, and perceptions of teamwork. Several survey instruments were sent to 32 preservice teachers who were Middle Grades Education maj...
Making has become increasingly prevalent in PK-12 education; thus, it calls for teacher educators to design instruction to prepare pre-service teachers for integrating maker education. This preparation encompasses not only the technological pedagogical content knowledge (TPACK) involved in maker education but also the soft skills, belief, and a mak...
This case study documented the critical reflective practice of an instructor in a higher education context related to teaching and learning approaches. In particular, the reflections unveiled ways of seeing teaching and learning, learning through sharing experiences, developing technological pedagogical content knowledge (TPACK), and nurturing prof...
Informed by the person–object theory of interest, this study deployed a mixed-method concurrent triangulation design and investigated the impact of major/specialization, gender, and module design on preservice teachers' interest in teaching computational thinking. The study was conducted in a flipped computational thinking module hosted in three se...
Purpose
The purpose of this paper is to posit that coding should be considered as a critical part of new literacies. Teacher educators should first adopt the new literacies perspective, and then prepare pre-service teachers to teach both traditional literacy and new literacies skills, especially preparing them how to weave coding into K-5 literacy...
Researchers and educators have advocated computational thinking (CT) should be integrated into K-12 settings as early as elementary schools. However, there has been a lack of knowledge of how pre-service K-8 teachers would be engaged in the learning of CT and its integration in different subject areas. In this study, we taught a flipped learning mo...
Building upon Shulman’s pedagogical content knowledge and other prior research studies, Mishra and Koehler explicitly designed the TPACK framework, which includes technology as a third domain of knowledge, along with content and pedagogy. This literature review examines preservice teachers’ TPACK development organized around five different research...
The purpose of this chapter is to discuss the implementation of storytelling and narration as a formalized method to promote partnership between the instructors and instructional design (ID) teams in a higher education context. The authors utilized a single case study method to investigate the process, outcomes, and challenges of this approach at a...
Researchers investigated parents' perceptions and concerns of a 1:1 laptop initiative in a Midwestern urban public high school by collecting data from 391 pre-and 406 post-surveys administered at the beginning and end of the first year of implementation. The researchers analyzed both quantitative and qualitative data gathered through the surveys. F...
With the widespread use and implementation of technology into PK-20 education, one-to-one laptop programs are becoming popular approaches and have been implemented all over the world in PK-20 classrooms. With the enthusiastic implementation of this kind of program, educators and researchers have started to pay attention to evaluating their effectiv...
The purpose of this study is to explore if an introductory educational technology course changes preservice teachers’ TPACK and to investigate preservice teachers’ integration of TPACK into lesson plans.
This chapter examines how a case study approach can be used to understand teachers’ technological pedagogical content knowledge (TPACK). Classroom observations and follow-up interviews were used to document the TPACK knowledge and competency of exemplary teachers who are using technology as an integral part of their teaching practices. A qualitativ...
There is an increasing need for all concerned parties to work shoulder-to-shoulder with faculty members in designing online courses. In this paper, we report on the behind the scenes of creating a high quality online course focusing on the symbiotic relationships between instructional designers and instructor as well as the step-by-step workflow. T...
The purpose of this study is to investigate pre-service teachers' growth in TPACK after taking a redesigned blended technology integration course. The participants of the research are around 180 pre-service teachers enrolled in a technology integration course at a large Midwestern land-grant university. Our ultimate learning objective adopted for r...
The purpose of this paper is to introduce a practical model about how an online course development team at a large Midwestern land-grant university collaborates with instructors to design, develop, implement, redesign and support quality online learning environments. In this paper, we will showcase our proposed instructional design model. We will a...
To better prepare PK-6 pre-service teachers for technology integration in their future classrooms, we reviewed, redesigned and transformed an existing course into a blended course with significant content revisions. The revised curriculum aims to reflect pedagogies and instructional technologies designed for a broad range of content areas that are...
The purpose of this paper is to demonstrate how an online course development team at a large land-grant midwestern university designs and develops quality online learning environments. The online course development office at the university provides monetary incentive to faculty members to encourage them to convert their face-to-face courses to onli...