자연주의적 탐구조사(Naturalistic Inquiry)

A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers’ mindsets must change to include the idea that “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.” Implications are discussed in terms of both teacher education and professional development programs. (Keywords: teacher change, teacher knowledge, teacher beliefs, technology integration)

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Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect

This study analyzed discussion in an online conferencethat supplemented class discussion using aninstructional method called the starter-wrappertechnique within a traditional graduate leveleducational psychology course. Various quantitativemeasures were recorded to compare instructor andstudent participation rates. In addition, Henri's(1992) model for content analysis of computer-mediatedcommunication was employed to qualitatively analyzethe electronic discourse. Using this model, five keyvariables were examined: (1) student participationrates; (2) electronic interaction patterns; (3) socialcues within student messages; (4) cognitive andmetacognitive components of student messages; and (5)depth of processing -- surface or deep -- within messageposting. Transcript content analyses showed that,while students tended to post just the one requiredcomment per week in the conference, their messageswere lengthy, cognitively deep, embedded with peerreferences, and indicative of a student orientedenvironment. Moreover, students were using high levelcognitive skills such as inferencing and judgment aswell as metacognitive strategies related to reflectingon experience and self-awareness. Weekly conferenceactivity graphs revealed that student electroniccomments became more interactive over time, but werehighly dependent on the directions of discussionstarter. To better understand the impact ofelectronic conferencing discourse, modifications toHenri's model as well as qualitative researchsuggestions were offered.

https://www.jstor.org/stable/pdfplus/23371529.pdf

Content analysis of online discussion in an applied educational psychology course

The Turn: Integration of Information Seeking and Retrieval in Context (The Information Retrieval Series)

This study examined teachers' beliefs about technology adoption as a reasoned, deliberate, intentional decision-making process, as reflected in Ajzen's (1985) Theory of Planned Behavior. Qualitative and quantitative data were collected from teachers in four schools located in the southeastern region of the United States. Overall results indicated that technology adoption decisions were influenced by teachers' individual attitudes towards technology adoption, which were formed from specific underlying personal beliefs about the consequences of adoption. External support from key persons and contextual resources (e.g., funding) were insignificant factors affecting teachers' technology adoption decisions. From these results, we recommend that school administrators work closely with teachers to address their beliefs and concerns about technology adoption and provide an influential level of personal support and resources. We also offer recommendations for educational software designers for developing future technology resources for teachers.

https://www.jstor.org/stable/jeductechsoci.7.4.201

Examining teachers' decisions to adopt new technology

The researchers engaged in cooperative inquiry in order to explore screencasts as online instructional tools In total, each researcher analyzed 37 screencasts, which provided over two hours of instruction The content area of these screencasts concentrated on teaching specific computing procedures (eg, how to install web server software or how to add a table in a word processor) The researchers analyzed their own self-produced screencasts as well as those that were professionally produced Analyses of the screencasts led the researchers to discover common structural components (ie, bumpers, screen movement, and narration) and common instructional strategies (ie, provide overview, describe procedure, present concept, focus attention, and elaborate content) By synthesizing the common structure and common instructional strategies, the researchers offer a framework for considering the role of screencasts as online instructional tools To introduce a practical application of the framework, the researchers created a screencasting checklist, which may be used by online instructors and instructional designers to develop and assess their own screencasts This initial work invites additional research and development in order to refine the screencasting framework and checklist

/pdf/examining-the-anatomy-of-a-screencast-uncovering-common-2jt8prgert.pdf

Examining the anatomy of a screencast: Uncovering common elements and instructional strategies

This article details a study that sought an alternative method to instruct public school teachers on how to integrate technology in their classrooms. Paired with a technology coach, nine teachers participated in this situated professional development technology program. Results from this technology coach program detail successful technology coaching approaches, activities, and skills, as well as the ability of this coach program to enable teachers to gain confidence in using technology in their classrooms. Details on how to best implement a technology coach or mentor program are recommended and a reexamination of instructional designer competencies is proposed. ********** Two groups of obstacles affect teachers' ability to adopt and integrate technology within schools, namely external (e.g., lack of equipment) and internal (e.g., lack of confidence) factors (Ertmer, 1999; Ertmer, Addison, Lane, Ross, & Woods 1999). Originally proposed by Ann Thompson (e.g., Thompson, Schmidt, & Hadjiyianni, 1995), a technology coach program can be a possible solution in overcoming these barriers, particularly internal or affective domain factors. Recently, several studies (Cole, Simkins, & Penul, 2002; Kariuki, Franklin, & Duran, 2001; Polselli, 2002; Smith, 2000; Smith & O'Bannon, 1999; Sprague, Kopfman, & de Levante Dorsey, 1998; Swan, Holmes, Vargas, Jennings, Meier, & Rubenfeld, 2002) have focused on the benefits of having a technology mentor or coach. Chuang, Thompson, and Schmidt (2003) also summarized and provided an overview of various faculty mentoring programs within higher education and public school settings. A technology coach (1), mentor, counselor, or a technology learning coordinator (Cole et al.) is assigned to a group of teachers to provide technology support and guidance. Similar to the concept of linking experienced teachers with novice teachers for professional development purposes (e.g., Anzul, 2000), a technology coach guides teachers in the use and integration of technology in their respective classrooms. These technology coaches take on an assortment of roles in this coach-teacher relationship, including "reviewer, director, monitor, facilitator, and evaluator" (Smith, 2000). Overall results from these studies indicated that an overwhelming number of teachers benefit from a technology coach program (e.g., Polselli, 2002). Currently, public schools employ individuals, who provide technology assistance for teachers and school administrators. These individuals have an assortment of job titles, including technology facilitators, technology coordinators, technology specialists, and other similar titles. These individuals perform two main roles. One role is to troubleshoot problems with technological hardware and to resolve technical problems that the school may have. The other role focuses on supporting teachers and administrators in effectively instructing their students using an assortment of technologies. This latter role directly relates to a technology coach's activities and is the focus of this study. A "technology coach" role is found in various school districts across the nation. For example, North Carolina Department of Public Instruction's IMPACT Guidelines for Media and Technology programs recommend that: The school library media coordinator and the instructional technology facilitator work closely with teachers, administrators, students, and support personnel. All of these people must be involved in the planning, implementation, and evaluation of an instructional program infused with media and technology (North Carolina Department of Public Instruction, 2000). A coach does not necessarily need to involve technology use. The key ingredient of a teacher-coach relationship is collaboration. In Boston Public Schools' coaching model, "the teacher(s), school leader, and coach engage, as colleagues, in a process of inquiry about how students learn and what are effective instructional practices that support student learning (Boston Public Schools, 2001). …

Instructional Technologist as a Coach: Impact of a Situated Professional Development Program on Teachers’ Technology Use

The author in his chapter refers us back to a previous ARIST chapter by Brenda Dervin and Michael Nilan, in which the dichotomy between the system perspective and the user perspective is shown. He points out that the user perspective shows up in retrieval studies and questions how these studies have affected information retrieval research methods.There has been a paradigm shift from the system perspective to the user perspective, with a resulting need to design and redesign systems that focus on user needs and that requires analyses of users, their needs, and their habits. Two approaches that advocate the user-centered perspective are : (1) the cognitive approach, and (2° the holistic approach. Systems designed from the user-centered perspective would not only serve the intended audience but would further the user-centerd perspective of the entire information retrieival discipline

User-Centered Perspective of Information Retrieval Research and Analysis Methods.

In an effort to document necessary multimedia production competencies of Instructional Design and Technology graduates, a recent analysis of over 7 months' worth of Instructional Design and Technology job advertisements (n = 615) were conducted. Specific job skills from these postings were categorized and analyzed. The data set includes three job settings (corporate, higher education, and combination). We describe pertinent results, as well as compare and contrast these results with earlier studies. Differences between corporate and higher education job postings also are examined. Implications on revising courses and related curricula that teach multimedia production skills also are explored.

William Sugar

Papers

Examining teachers' decisions to adopt new technology

Examining the anatomy of a screencast: Uncovering common elements and instructional strategies

Instructional Technologist as a Coach: Impact of a Situated Professional Development Program on Teachers’ Technology Use

User-Centered Perspective of Information Retrieval Research and Analysis Methods.

Identifying Multimedia Production Competencies and Skills of Instructional Design and Technology Professionals: An Analysis of Recent Job Postings: