TPACK Science Lesson Plans Paper Published

Pringle, R., Dawson, K., & Ritzhaupt, A. D. (2015). Integrating science and technology: Using TPCK as a framework to study the practices of science teachers involved in a year-long integration initiative. Journal of Science Education and Technology, 24(4), 648–662.

Abstract: In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this study. While our findings indicated an increase in technology-related practices, including the use of sophisticated hardware, very little improvements occurred with fostering inquiry-based science and effective science-specific pedagogy. In addition, our conceptual framework, technological pedagogical content knowledge, as a lens to examine teachers’ intentions as documented in their lesson plans, provided an additional platform from which  to  investigate  technology  integration  practices within the ambit of reform science teaching practices. This study, therefore, contributes knowledge about the structure and agenda of professional development initiatives that involve educational technology and integration into content knowledge disciplines such as science.

Games and Simulations Barriers Article

Justice, L. J. & Ritzhaupt, A. D. (2015). Identifying the barriers to games and simulations in education: Creating a valid and reliable survey instrument. Journal of Educational Technology Systems, 44(1), 86 – 125.

Abstract: The purpose of this study was to create a valid and reliable instrument to measure teacher perceived barriers to the adoption of games and simulations in education. Previous research, interviews with educators, a focus group, a think-aloud protocol, and an expert review were used to design a survey instrument. After finalization, the survey was made available for trial on the Internet for a group of educators (N=255). A portion of the survey required respondents to rate to what degree 32 potential barriers were perceived as an impediment to the adoption of games and simulations. Some of the highest rated barriers included cost of equipment, lack of time to plan and implement, inability to try before purchasing, lack of balance between entertainment and education, lack of available lesson plans/examples, lack of alignment to state standards/standardized testing, inability to customize a game/ simulation, and inability to track student progress within the game/simulation. An exploratory factor analysis identified seven factors that accounted for 67% of the variability in the respondents’ rankings. Several factors were found to have significant interactions with other questions on the survey. Implications of these results, as well as suggestions for future research, are discussed.

Job Announcement Analysis Article

Kang, Y. & Ritzhaupt, A. D. (2015). A job announcement analysis of educational technology professional positions: Knowledge, skills, and abilities. Journal of Educational Technology Systems, 43(3), 231 – 256.

Abstract: The purpose of this research was to identify the competencies of an educational technologist via a job announcement analysis. Four hundred job announcements were collected from a variety of online job databases over a 5-month period. Following a systematic process of collection, documentation and analysis, we derived over 150 knowledge, skill, and ability statements from the job announcements themselves based on a conceptual framework. We coded the frequency to which the competencies occurred in each announcement and summarized the results meaningfully in our paper. Results suggest educational technologists must be competent in multiple areas, but especially in instructional design, project management, technical skills, and soft skills. Results provide compelling evidence that educational technology professionals must work with a wide variety of stakeholders in their work. The findings of our research are relevant to professionals, professional associations, and academic programs interested in competencies. A discussion for the results is provided.

Bachelor in Ed Tech Article

Ritzhaupt, A. D. & Kang, Y. (2015).  Are we ready for bachelor’s degrees in educational technology?: Perceptions from the field and a proposal. Educational Technology, 55(3), 14 – 22.

Abstract: Some in the field of educational technology have called for offering bachelor’s degrees. Unfortunately, the literature base only provides guidance on designing, developing, and delivering master and doctoral degree programs. This paper, in distinction, focuses on the design of a bachelor’s degree program by focusing on the perceptions of professionals in relation to offering a bachelor’s degree, the desired pre-requisites, and the appropriate name for such a degree program. After reviewing these data, a proposal for a bachelor’s degree is made, including the course architecture and descriptions of the related courses. The current bachelor’s degree program proposal is still under consideration at the home institution of the authors. Our hopes in sharing this proposal is to start a dialog in our community about offering such a degree program on a larger scale.

Pictorial Feedback Article Published

Ritzhaupt, A. D. & Kealy W. A. (2015). On the utility of pictorial feedback in computer-based learning environments. Computers in Human Behavior, 48, 525-534.

Abstract: Extensive research has added to what is known about the nature of feedback and how to best incorporate it into instruction. Yet, many questions related to learner feedback remain unanswered. One problem of practical importance is the utility of incorporating semantically related pictures into the feedback. Decades of research on feedback have largely focused on the use of verbal feedback in written instruction. This research included two experiments. The first experiment (n = 63) addressed the incorporation of pictorial feedback into instruction; the second experiment (n = 69) extended this study through the use of a more ecologically valid intervention. Results suggest that the use of pictures in feedback did not influence learning any more than text-only treatments. A discussion and recommendations for future research are provided.

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