Pub Date : 2022-02-10DOI: 10.1177/00472395221079288
John Kerrigan, Debbie Andres
Many undergraduate and graduate courses have been recently converted to fully remote offerings due to the COVID-19 pandemic. Even within the remote structure, courses vary in their frequency of synchronous and asynchronous meetings. Fostering collaboration through students’ idea-sharing and supporting their learning is especially challenging in the asynchronous setting where it is challenging to replicate in-person communities of practice. This is especially the case in courses that are very theoretical and have traditionally relied on discussion boards for engaging students asynchronously. This paper aims to contribute to the research on technology-enhanced communities of practice by offering examples of digital discourse among peers that can be implemented asynchronously, including social annotations and jointly-developed slideshows with voice annotation. These methods allow for higher-quality interaction between learners, between learners and content, and between learners and the instructor.
{"title":"Technology-Enhanced Communities of Practice in an Asynchronous Graduate Course","authors":"John Kerrigan, Debbie Andres","doi":"10.1177/00472395221079288","DOIUrl":"https://doi.org/10.1177/00472395221079288","url":null,"abstract":"Many undergraduate and graduate courses have been recently converted to fully remote offerings due to the COVID-19 pandemic. Even within the remote structure, courses vary in their frequency of synchronous and asynchronous meetings. Fostering collaboration through students’ idea-sharing and supporting their learning is especially challenging in the asynchronous setting where it is challenging to replicate in-person communities of practice. This is especially the case in courses that are very theoretical and have traditionally relied on discussion boards for engaging students asynchronously. This paper aims to contribute to the research on technology-enhanced communities of practice by offering examples of digital discourse among peers that can be implemented asynchronously, including social annotations and jointly-developed slideshows with voice annotation. These methods allow for higher-quality interaction between learners, between learners and content, and between learners and the instructor.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115733346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-07DOI: 10.1177/00472395211073679
Yunrim Park
The discrepancy between students’ understanding of domain knowledge and their actual competencies to use tacit knowledge for a given task has been an issue to consider when instruction is designed, implemented, and revised. In this study, the researcher examines teaching and learning processes in which a Problem-Based Learning (PBL) design model was crafted and used for an advanced instructional design course in the educational technology field. The focus is on the researcher‘s ongoing and recursive reflective experiences in reviewing design components of the model, analyzing the motivators and difficulties students faced, and offering alternative methods to improve the initial design. The findings show that the PBL approach played an instrumental role in creating real challenges that the target professionals may experience. On the other hand, observed difficulties in PBL include intrinsic and extrinsic cognitive loads associated with the complexity of the instructional design process, self-regulated learning skills, learning beliefs, and supporting strategies used for team dynamics. The patterns identified in the behaviors and perceptions of effective and struggling students are interpreted. Based on the findings, new constructs of the model were suggested for further improvement.
{"title":"Learner Experiences During the Design-Based Research Process for a Problem-Based Instructional Design Course","authors":"Yunrim Park","doi":"10.1177/00472395211073679","DOIUrl":"https://doi.org/10.1177/00472395211073679","url":null,"abstract":"The discrepancy between students’ understanding of domain knowledge and their actual competencies to use tacit knowledge for a given task has been an issue to consider when instruction is designed, implemented, and revised. In this study, the researcher examines teaching and learning processes in which a Problem-Based Learning (PBL) design model was crafted and used for an advanced instructional design course in the educational technology field. The focus is on the researcher‘s ongoing and recursive reflective experiences in reviewing design components of the model, analyzing the motivators and difficulties students faced, and offering alternative methods to improve the initial design. The findings show that the PBL approach played an instrumental role in creating real challenges that the target professionals may experience. On the other hand, observed difficulties in PBL include intrinsic and extrinsic cognitive loads associated with the complexity of the instructional design process, self-regulated learning skills, learning beliefs, and supporting strategies used for team dynamics. The patterns identified in the behaviors and perceptions of effective and struggling students are interpreted. Based on the findings, new constructs of the model were suggested for further improvement.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130940985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-03DOI: 10.1177/00472395211068787
T. Liao
In the past two decades, there have been many thoughtful educators who have recommended the need for a paradigm shift in the design of 21 century educational systems from the teacher-centered and textbook centered approach to the student-centered and digital instructional resources that promote active learning. As suggested in previous issues of JETS, the COVID=19 crisis may have presented a unique opportunity to re-invent our learning environments. A key aspect is to better understand the needs and attitudes of the stake holders: students, teachers, administrators and instructional designers. The lead paper provides insights from a panel experienced stake holders who lived through the pandemic and dealt with the associated challenges first hand. This exploratory study identified four design themes to guide future innovations:
{"title":"Editorial Overview","authors":"T. Liao","doi":"10.1177/00472395211068787","DOIUrl":"https://doi.org/10.1177/00472395211068787","url":null,"abstract":"In the past two decades, there have been many thoughtful educators who have recommended the need for a paradigm shift in the design of 21 century educational systems from the teacher-centered and textbook centered approach to the student-centered and digital instructional resources that promote active learning. As suggested in previous issues of JETS, the COVID=19 crisis may have presented a unique opportunity to re-invent our learning environments. A key aspect is to better understand the needs and attitudes of the stake holders: students, teachers, administrators and instructional designers. The lead paper provides insights from a panel experienced stake holders who lived through the pandemic and dealt with the associated challenges first hand. This exploratory study identified four design themes to guide future innovations:","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130001921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-23DOI: 10.1177/00472395211067731
Sarah Ferguson, Latanya Sutphin
Risk-free micro-teaching affords an opportunity for pre-service teachers (PTs) to practice teaching and student engagement techniques outside of a traditional classroom setting. More time to practice teaching is often an expressed desire of PTs. Orchestrating time to practice teaching techniques learned in pedagogy courses is a difficult undertaking for teacher educators, especially while trying to ensure low-risk or risk-free experiences. As explained through this study, the implementation of a Mursion simulation to offer risk-free micro-teaching experiences for PTs served as a valuable addition to an introductory teaching course. The Mursion experience enhanced PTs’ personal preparation for teaching as well as enhancing their professionalism and lesson quality.
{"title":"Analyzing the Impact on Teacher Preparedness as a Result of Using Mursion as a Risk-free Microteaching Experience for Pre-service Teachers","authors":"Sarah Ferguson, Latanya Sutphin","doi":"10.1177/00472395211067731","DOIUrl":"https://doi.org/10.1177/00472395211067731","url":null,"abstract":"Risk-free micro-teaching affords an opportunity for pre-service teachers (PTs) to practice teaching and student engagement techniques outside of a traditional classroom setting. More time to practice teaching is often an expressed desire of PTs. Orchestrating time to practice teaching techniques learned in pedagogy courses is a difficult undertaking for teacher educators, especially while trying to ensure low-risk or risk-free experiences. As explained through this study, the implementation of a Mursion simulation to offer risk-free micro-teaching experiences for PTs served as a valuable addition to an introductory teaching course. The Mursion experience enhanced PTs’ personal preparation for teaching as well as enhancing their professionalism and lesson quality.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133894233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.1177/00472395211062552
S. Chatterjee, J. Parra
The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, “How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?” The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included, (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning.
{"title":"Undergraduate Students Engagement in Formal and Informal Learning: Applying the Community of Inquiry Framework","authors":"S. Chatterjee, J. Parra","doi":"10.1177/00472395211062552","DOIUrl":"https://doi.org/10.1177/00472395211062552","url":null,"abstract":"The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, “How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?” The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included, (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116596180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This exploratory study builds upon the expertise of a panel of faculty, administrators, students, and instructional designers (IDs) who lived through the pandemic and dealt with the associated challenges firsthand. These participants provided insight on how to establish systems that would create successful online teaching and learning opportunities in the post-vaccine and post-pandemic world. Four major themes emerged: (a) integrating technology to facilitate and enhance education; (b) structural support and resources needed to build sound processes for effective online education; (c) establishing faculty presence to facilitate learning; and (d) joint ownership and responsibility of learning—everyone must play a part. These themes have been described in light of theoretical frameworks, such as the Technological Pedagogical and Content Knowledge (TPACK) model, Community of Inquiry (COI), and Continuous Quality Improvement (CQI). Finally, evidence-based tips will allow academic institutions to successfully emerge out of the pandemic while still making plans to adjust and adapt in the post-vaccine world.
{"title":"Online, Hybrid, and Face-to-Face Learning Through the Eyes of Faculty, Students, Administrators, and Instructional Designers: Lessons Learned and Directions for the Post-Vaccine and Post-Pandemic/COVID-19 World","authors":"Jitendra Singh, Erica Evans, Amber Reed, Lisa Karch, Karen Qualey, Lovely Singh, Hannah Wiersma","doi":"10.1177/00472395211063754","DOIUrl":"https://doi.org/10.1177/00472395211063754","url":null,"abstract":"This exploratory study builds upon the expertise of a panel of faculty, administrators, students, and instructional designers (IDs) who lived through the pandemic and dealt with the associated challenges firsthand. These participants provided insight on how to establish systems that would create successful online teaching and learning opportunities in the post-vaccine and post-pandemic world. Four major themes emerged: (a) integrating technology to facilitate and enhance education; (b) structural support and resources needed to build sound processes for effective online education; (c) establishing faculty presence to facilitate learning; and (d) joint ownership and responsibility of learning—everyone must play a part. These themes have been described in light of theoretical frameworks, such as the Technological Pedagogical and Content Knowledge (TPACK) model, Community of Inquiry (COI), and Continuous Quality Improvement (CQI). Finally, evidence-based tips will allow academic institutions to successfully emerge out of the pandemic while still making plans to adjust and adapt in the post-vaccine world.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129356014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.1177/00472395211063850
Seifeddine Besbes, Bhekisipho Twala, Riadh Besbes
In this paper, an empirical comparison of three state-of-the-art classifier methods (artificial immune recognition systems, Lazy-K Star, and random tree) to predict teachers’ ability to adapt in a classroom environment is carried out. Two educational databases are used for this task. First, measures collected in an academic context, especially from classroom visits, are used (database 1). Then, the three classifiers quantify the acts, behaviors, and characteristics of teaching effectiveness and the teacher’s “ability to adapt in the classrooms.” Professional classrooms visits to more than 200 teachers are used as the second database (database 2). An interactive grid gathering 63 educational acts and behaviors is conceived as an observation instrument for those visits. Within the Waikato Environment for Knowledge Analysis library environment, and with the progressive enhancement of the raw database, the utilization of state-of-the-art classification methods when predicting teaching effectiveness shows promising results, especially when data quality issues are considered.
{"title":"Making Teaching and Learning Effective Using Analytics","authors":"Seifeddine Besbes, Bhekisipho Twala, Riadh Besbes","doi":"10.1177/00472395211063850","DOIUrl":"https://doi.org/10.1177/00472395211063850","url":null,"abstract":"In this paper, an empirical comparison of three state-of-the-art classifier methods (artificial immune recognition systems, Lazy-K Star, and random tree) to predict teachers’ ability to adapt in a classroom environment is carried out. Two educational databases are used for this task. First, measures collected in an academic context, especially from classroom visits, are used (database 1). Then, the three classifiers quantify the acts, behaviors, and characteristics of teaching effectiveness and the teacher’s “ability to adapt in the classrooms.” Professional classrooms visits to more than 200 teachers are used as the second database (database 2). An interactive grid gathering 63 educational acts and behaviors is conceived as an observation instrument for those visits. Within the Waikato Environment for Knowledge Analysis library environment, and with the progressive enhancement of the raw database, the utilization of state-of-the-art classification methods when predicting teaching effectiveness shows promising results, especially when data quality issues are considered.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116985258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-03DOI: 10.1177/00472395211052644
LeAnne J. Schmidt, M. DeSchryver
As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.
{"title":"The Role of Digital Application Literacy in Online Assessment","authors":"LeAnne J. Schmidt, M. DeSchryver","doi":"10.1177/00472395211052644","DOIUrl":"https://doi.org/10.1177/00472395211052644","url":null,"abstract":"As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115386246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-03DOI: 10.1177/00472395211058051
Brian Shambare, Clement Simuja
This paper is based on a systematic literature review of published research on the educational application of Virtual Lab. The paper focuses on the use of the mobile Virtual Lab application for learning science practicals in rural school context. This paper analyses the theoretical aspects of using VL in teaching and learning of science practical experiments. The previous studies published in national and international journals and conference proceedings on science education and technologies in education, and regarding the benefits of using VL in science education, are discussed as references for integrating VL in teaching of science practicals in the rural school context. A systematic review method was adopted in this paper to explore articles that focus on Virtual Labs and the use of Virtual labs in teaching and learning. However, the aim of this paper is to provide science teachers in rural schools and education policy makers with a better understanding of the constraints and the benefits of using VL technology in mediating learning of science practical experiments and encourage teachers to adopt the use of VL as technology for conducting science practical experiments. In addition, this paper also addresses the possible factors that may affect learners’ learning of science practical experiments using VL technology in rural school educational settings, giving educational policy makers and curriculum developers enlightenment as to the effective integration of VL technology in science education. We conclude by providing suggestions and recommendations on the use of VL in teaching and learning of science practical experiments in rural schools beyond COVID-19 pandemic.
{"title":"A Critical Review of Teaching With Virtual Lab: A Panacea to Challenges of Conducting Practical Experiments in Science Subjects Beyond the COVID-19 Pandemic in Rural Schools in South Africa","authors":"Brian Shambare, Clement Simuja","doi":"10.1177/00472395211058051","DOIUrl":"https://doi.org/10.1177/00472395211058051","url":null,"abstract":"This paper is based on a systematic literature review of published research on the educational application of Virtual Lab. The paper focuses on the use of the mobile Virtual Lab application for learning science practicals in rural school context. This paper analyses the theoretical aspects of using VL in teaching and learning of science practical experiments. The previous studies published in national and international journals and conference proceedings on science education and technologies in education, and regarding the benefits of using VL in science education, are discussed as references for integrating VL in teaching of science practicals in the rural school context. A systematic review method was adopted in this paper to explore articles that focus on Virtual Labs and the use of Virtual labs in teaching and learning. However, the aim of this paper is to provide science teachers in rural schools and education policy makers with a better understanding of the constraints and the benefits of using VL technology in mediating learning of science practical experiments and encourage teachers to adopt the use of VL as technology for conducting science practical experiments. In addition, this paper also addresses the possible factors that may affect learners’ learning of science practical experiments using VL technology in rural school educational settings, giving educational policy makers and curriculum developers enlightenment as to the effective integration of VL technology in science education. We conclude by providing suggestions and recommendations on the use of VL in teaching and learning of science practical experiments in rural schools beyond COVID-19 pandemic.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"55 24","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113973826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-18DOI: 10.1177/00472395211055134
Lindsay B. Eck, S. Whitley
Parent involvement is a reverently studied, crucial concept that impacts overall student achievement. An educational technology tool, involvED, was developed by a School Psychologist and Licensed Clinical Social Worker using principles of behavioral change research and grounded in family systems theory. Incorporating a scientific approach for targeted, meaningful intervention in regards to family involvement allows for addressment of equity gaps by educating underprivileged families on vital skills, including academic readiness, social emotional learning and trauma informed practices and responses, all while providing incentives for various levels of engagement. The researchers hypothesized that by educating families in an efficient, convenient and consistent manner, as well as providing user- selected incentives for engagement, it would not only increase parent attendance at school events, but also increase the academic, social and emotional skills of the child. Positive statistically significant effects were found amongst users of the tool on both dependent variables, event attendance and the academic, social and emotional ratings of the targeted students by the classroom teacher via the SAEBRS. By addressing potential parental skill deficits and incentivizing prosocial behaviors, student outcomes are positively affected, influencing a breadth of stakeholders.
{"title":"involvED: Applying a Scientific Approach to Education Technology Innovation for Promoting Family Engagement in the Schools","authors":"Lindsay B. Eck, S. Whitley","doi":"10.1177/00472395211055134","DOIUrl":"https://doi.org/10.1177/00472395211055134","url":null,"abstract":"Parent involvement is a reverently studied, crucial concept that impacts overall student achievement. An educational technology tool, involvED, was developed by a School Psychologist and Licensed Clinical Social Worker using principles of behavioral change research and grounded in family systems theory. Incorporating a scientific approach for targeted, meaningful intervention in regards to family involvement allows for addressment of equity gaps by educating underprivileged families on vital skills, including academic readiness, social emotional learning and trauma informed practices and responses, all while providing incentives for various levels of engagement. The researchers hypothesized that by educating families in an efficient, convenient and consistent manner, as well as providing user- selected incentives for engagement, it would not only increase parent attendance at school events, but also increase the academic, social and emotional skills of the child. Positive statistically significant effects were found amongst users of the tool on both dependent variables, event attendance and the academic, social and emotional ratings of the targeted students by the classroom teacher via the SAEBRS. By addressing potential parental skill deficits and incentivizing prosocial behaviors, student outcomes are positively affected, influencing a breadth of stakeholders.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122510136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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