Journal of Research on Technology in Education最新文献

{"title":"Building a nationally representative sample of teachers’ online and offline: the Public Instructional Network of School Resources","authors":"Zixi Chen, Kaitlin T. Torphy Knake, Hamid Karimi, Nicole Donzella","doi":"10.1080/15391523.2023.2266060","DOIUrl":"https://doi.org/10.1080/15391523.2023.2266060","url":null,"abstract":"The emerging big data allows educational studies to examine teaching and learning behaviors over time and at scale. Less available is population-representative big data. This paper builds the first...","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":5.1,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138575491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The future of virtual team learning: navigating the intersection of AI and education","authors":"Mehdi Darban","doi":"10.1080/15391523.2023.2288912","DOIUrl":"https://doi.org/10.1080/15391523.2023.2288912","url":null,"abstract":"The paper examines the impact of artificial intelligence (AI) in unexplored context of virtual project-based team learning. We built on relevant research developed a framework grounded in shared me...","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":5.1,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138687225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Revisiting contextual relevance: pedagogical agent appearance","authors":"Robert O. Davis, Yong Jik Lee, Joseph Vincent, Sunok Lee, Daeun Kim, Jongho Kim","doi":"10.1080/15391523.2023.2288233","DOIUrl":"https://doi.org/10.1080/15391523.2023.2288233","url":null,"abstract":"Early research on pedagogical agents centered on functionality within multimedia environments. A specific, yet under-researched area was the contextual relevance of the agent’s appearance, leaving ...","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":5.1,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138495269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning from different multimedia representation formats: effects of prior knowledge","authors":"Chih-Yi Hsu, Tzu-Chien Liu, Yi-Chun Lin, Chung-Yuan Hsu, Fred Paas","doi":"10.1080/15391523.2023.2288393","DOIUrl":"https://doi.org/10.1080/15391523.2023.2288393","url":null,"abstract":"We investigated interaction effects of multimedia representation format and learner’s prior knowledge level on learning outcomes. Eighty-seven high school students with a lower or a higher level of...","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":5.1,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138495268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influencer or teacher leader: an exploration of teacherpreneurs’ use of Instagram to lead","authors":"Paula Cristina Azevedo","doi":"10.1080/15391523.2023.2282469","DOIUrl":"https://doi.org/10.1080/15391523.2023.2282469","url":null,"abstract":"Ten teacherpreneurs’ Instagram accounts were analyzed for qualities of social media marketing and teacher leadership. Using a digital content analysis method, the researcher found that the 10 teach...","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":5.1,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138495267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parent use of and beliefs about technology for education and parenting: Year 1 results from the HCS EdConnect study","authors":"Damian Bebell, Zhexun (Cinna) Xin, Gareth Cleveland, Michael Russell","doi":"10.1080/15391523.2023.2276410","DOIUrl":"https://doi.org/10.1080/15391523.2023.2276410","url":null,"abstract":"AbstractIn May 2021, a survey was conducted with a random sample of 416 households stratified across levels of community broadband participation. Results show racialized/ethnic categorization and program enrollment had a small significant relationship with parents’ use of technology and a more nuanced relationship with parents’ beliefs about educational technology. Results suggest that participating in the community broadband initiative is associated positively with parents’ practices and attitudes. Moreover, practices were similar across households regardless of racialized/ethnic categorization, suggesting that household participation in the broadband program may be beginning to correct for racialized inequities in parents’ access, use, and attitudes.Keywords: Educational technologyparentscommunity broadbanddigital equityhousehold survey Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available on request from the corresponding author Damian Bebell at bebell@bc.edu. A data dashboard using the same data supporting the findings of this study is publicly available at https://edconnect.bc.edu/#/.Additional informationFundingThis work was supported by the Enterprise Center under Grant number 5111961.Notes on contributorsDamian BebellDamian Bebell is an Assistant Research Professor at Boston College’s Lynch School of Education and Human Development. Damian designs and conducts research on the implementation and impacts of educational technology around the world and is interested in furthering technology to improve educational research, measurement, and reflection.Zhexun (Cinna) XinZhexun (Cinna) Xin is a doctoral student in the Measurement, Evaluation, Statistics, and Assessment (MESA) program at Boston College. She is also a Research Assistant in the EdConnect evaluation study. She collects and builds a database of literature related to educational technology and the digital divide. She also assists with instrument development and data analysis. Her research interests focus on innovative measurement via technology, instrument development for psychological constructs, and program evaluation.Gareth ClevelandGareth Cleveland is a Research Associate in the Lynch School of Education and Human Development at Boston College. In his work on the EdConnect evaluation, he has focused on data management and analysis, including describing and modeling the way that parents think about and use technology. Gareth’s interests include leveraging education data to support local decision makers and improving processes for collecting and sharing data.Michael RussellMichael Russell is a Professor of Measurement, Evaluation, Statistics and Assessment in the Lynch School of Education and Human Development at Boston College. His current work focuses on the intersection of systemic racism and educational assessment.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An examination of middle school student learner characteristics as related to the reuse and remixing of code in two different computer science learning contexts","authors":"T. Ketenci, Brendan Calandra, J. Cohen, Maggie Renken, Nurjamal Chonoeva","doi":"10.1080/15391523.2022.2085215","DOIUrl":"https://doi.org/10.1080/15391523.2022.2085215","url":null,"abstract":"Abstract The goal of this study was to examine how two groups of middle school students’ self-efficacy, interest, goal orientation, and prior experience related to evidence of their building upon existing ideas and code in digital artifacts they created using MIT’s App Inventor, a computational practice that Brennan and Resnick (2012) identified as “reusing and remixing.” Participants included 110 students in a formal computer science education course and 87 students in an after-school computing club. Data sources included a learner profile survey and participants’ digital artifacts. Correlational analysis, followed by logistic regression analysis, uncovered significant relationships between self-efficacy, goal orientation, and evidence of participants’ code-oriented reusing and remixing their digital artifacts.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":5.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139296985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TeRMEd: a framework for educators to aid in the design and evaluation of technology-enhanced resources in mathematics","authors":"Caitríona Ní Shé, Eabhnat Ní Fhloinn, Ciarán Mac an Bhaird","doi":"10.1080/15391523.2023.2267698","DOIUrl":"https://doi.org/10.1080/15391523.2023.2267698","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A research-based conceptual framework for inclusive K-12 online, distance, and digital education","authors":"Mary F. Rice, Kiernan Cantergiani, Danielle Macias","doi":"10.1080/15391523.2023.2264982","DOIUrl":"https://doi.org/10.1080/15391523.2023.2264982","url":null,"abstract":"AbstractK-12 students who were identified or at risk of being identified as having disabilities had been entering learning environments that were fully or partially online. The increase in participation of this population and the emergency circumstances during COVID-19 pandemic-related school building closures brought a need for research into what supports students in the full range of digital environments. The purpose of this article is to propose a research-based conceptual framework for Inclusive Online, Distance and Digital Education (IODDE) in K-12 settings. IODDE focuses on learners’ biopsychosocial needs alongside two major types of supports: policy supports, and direct learner supports. There are also two types of crucial access: digital access and instructional access. Ensuring learners’ success requires contexts where access and supports are in balance with learner needs.Keywords: Inclusive online educationsupporting students with disabilities onlineonline special educationdigital education for all Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMary F. RiceMary Rice, PhD in Curriculum & Teaching, has taught children in grades 3-12, but mostly grades 7-9. Mary has developed a research and teaching focus on the design and doing of inclusive online, distance, and digital education and the shared roles and responsibilities that make these experiences educative.Kiernan CantergianiKiernan Cantergiani, MA in Instructional Technology, is a former middle school teacher and current doctoral student. Kiernan’s research focuses on adolescent literacy using digital storytelling.Danielle MaciasDanielle Macias, MA in Learning Design and Technology, has been in education for 10 years Danielle has served in several roles including high school English teacher, adult ESL teacher, state education officer, and Innovative Learning Coach.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136097697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of blended learning on students’ learning performance: a meta-analysis","authors":"Qing Yu, Kun Yu, Baomin Li, Qiyun Wang","doi":"10.1080/15391523.2023.2264984","DOIUrl":"https://doi.org/10.1080/15391523.2023.2264984","url":null,"abstract":"AbstractBlended learning (BL) has become a significant way to promote education reform and development. However, the effectiveness of BL on students’ learning is questioned, and some pedagogy and course design issues also need to be clarified. This meta-analysis investigated the effects of BL while also examining whether eleven moderators would affect BL’s effects. A total of 133 empirical studies consisting of 18,464 participants were identified. The results showed that BL had an upper-medium effect on students’ learning performance (Hedges’ g = 0.651, p < 0.001). Further, moderator analyses showed that the teaching method, proportion of online learning, type of online interaction, region, and publication year had moderating effects. These new findings can improve BL. Finally, the impacts of BL and moderators were discussed, and the implications, limitations, and future directions were provided.Keywords: Blended learningonline learninglearning performancemeta-analysis AcknowledgementsThanks to Dr. Yu Li for her suggestions on this article. We are very grateful to the editors and three reviewers for their useful and constructive comments on our work.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData will be made available from the corresponding author on reasonable request.Additional informationFundingThis research was supported by grants from the National Education Sciences Planning General Project: Construction and Application Research of Human-Computer Collaborative Diagnostic Model for Classroom Teaching Video Analysis [grant number BHA230123].Notes on contributorsQing YuQing Yu is a PhD student at the Institute of Higher Education, Fudan University, Shanghai, China. His research interests include AI in education, blended learning, teacher education, technology-enhanced learning, family education, educational management, and student learning and development.Kun YuKun Yu is a graduate student at the School of Social Development and Public Policy, Fudan University, Shanghai, China. His research interests include computer-assisted learning, online learning, family education, and student learning and development.Baomin LiBaomin Li is a Professor at the Faculty of Education, East China Normal University, Shanghai, China. Her research interests include intelligent education, teacher education and professional development, classroom teaching research, blended learning, and online education.Qiyun WangQiyun Wang is an Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore. His research interests include blended synchronous learning, online learning, technology-supported learning environment, and education design-based research.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136097519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}