Journal of Research on Technology in Education最新文献

{"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}

{"title":"Insights on information literacy from social studies classrooms in the southeast","authors":"Daniela DiGiacomo, Carly Muetterties, Caitlin Taylor","doi":"10.1080/15391523.2023.2264965","DOIUrl":"https://doi.org/10.1080/15391523.2023.2264965","url":null,"abstract":"AbstractLiving and learning in the United States in 2023 is different than it was decades ago. The proliferation of mis/disinformation vis-a-vis digital means is causing “truth decay,” with an increase in disagreement amongst citizens about what is opinion and fact. Such disagreements constrain opportunities for healthy democratic dialogue. To repair and rebuild dialogue, citizens need information literacy. This article draws upon qualitative data from four social studies eleventh grade classrooms, including teacher and student interviews and focus groups, to better understand the contemporary landscape of teaching and learning information literacy in today’s digital age. Analysis of findings speak to five interrelated insights from practice within the information literacy teaching and learning landscape of one high school context in the southeast of the United States.Keywords: Information literacyK-12 social studiesinstructional practicecivic educationresearch-practice partnerships Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDaniela DiGiacomoDaniela Kruel DiGiacomo, PhD, is an Assistant Professor at the University of Kentucky in the School of Information Science. With a background in teaching and social work, DiGiacomo’s program of research currently focuses on how to design formal and informal learning settings in ways that support and extend young people’s lived experiences, interests, and expertise.Carly MuettertiesCarly Muetterties, PhD, is the co-founder of CommonGoodEd.com. A former high school social studies teacher and Managing Editor for C3Teachers, Carly collaborates with teachers, schools/districts, and educational organizations in designing inquiry learning experiences to create a culture of inquiry in their classrooms.Caitlin TaylorCaitlin Taylor, MSLS, is a recent graduate of the Library Science program from University of Kentucky’s School of Information Science. Her research interests center on information literacy instruction, particularly at the higher education level.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135094089","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":"Psychosocial processes and human desire: an inconvenient truth about online misinformation","authors":"Wayne Journell","doi":"10.1080/15391523.2023.2264962","DOIUrl":"https://doi.org/10.1080/15391523.2023.2264962","url":null,"abstract":"AbstractMuch has been written about the potential civic ramifications of online misinformation, and scholars have identified many useful strategies for helping students discern fact from fiction on social media. However, those strategies make an assumption, which is that consumers of digital media have a desire to identify and share accurate information. In this article, I argue that media literacy efforts should also require students to be retrospective and grapple with their own motivations and biases that may make them more susceptible to believing inaccurate or misleading information. Drawing on theories from political psychology, namely motivated reasoning and confirmation bias, as well as psychosocial research that explains the role of affect on individuals’ decision-making, I identify implications for K-12 media literacy education.Keywords: Media literacysocial mediamotivated reasoningconfirmation biasaffectpsychosocial Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For the K-12 schools, SHEG studied students from 16 districts in 14 states. They prioritized districts with racial and ethnic diversity, and the districts varied in terms of enrollment, percentage of students receiving specialized education services, and proportion of schools receiving Title 1 funds (Breakstone et al., Citation2021).2 Another problem with educating students on social media norms is that they are always changing. For example, the blue check mark no longer has the same authority it once did. After taking control of X, Musk allowed anyone to purchase a blue check mark for a monthly fee, and recent reports indicate that the Meta products (Facebook and Instagram) are going to follow suit (Espada, Citation2023).3 Elon Musk has since changed the name of the app from Twitter to X. However, given that this fake post occurred when the name was still Twitter, I am using that name and referring to the post as a tweet.4 The experiment was part of the Youth Participatory Politics Survey, which is a nationally representative survey of Americans aged 15 to 27.5 I used the search feature of the websites for British Journal of Educational Technology, Computers and Education, Educational Technology and Society, Journal of Computer Assisted Learning, Journal of Media Literacy, Journal of Research on Technology in Education, and TechTrends.6 As an example, I document one of my own bouts with directional motivation/confirmation bias elsewhere (Journell, Citation2021).7 Determining what is considered an “active user” of social media is somewhat subjective; however, the Pew Research Center (Citation2021) has found that 70% of Facebook users and 60% of Instagram and Snapchat users check their accounts daily. Yet, the number of people who produce content is lower; for example, Pew also found that 25% of the most active X users produced 97% of all posts (McClain, 2021).8 Social media outlets use different terminologies, and some, namely Faceboo","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135141950","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 rainbow Hurricane?: Exploring student evaluations of ambiguously credible tweeted information within crisis contexts","authors":"Gillian E. Mertens","doi":"10.1080/15391523.2023.2264980","DOIUrl":"https://doi.org/10.1080/15391523.2023.2264980","url":null,"abstract":"AbstractDuring crisis contexts, information is both critical for user’s decision making and simultaneously challenging to evaluate. When online information’s credibility is ambiguous, young learners are challenged to evaluate rapidly evolving online information. This study sought to explore how 8th-grade students evaluated an ambiguously credible Tweet involving an extraordinary image of Hurricane Dorian. Students rated their skepticism about the image, provided a warrant for their rating, and hypothesized a purpose behind the original poster’s tweet. Students demonstrated three approaches to evaluating the tweet: focusing on information content over source, assuming internet-specific authorial purposes, and applying in-school literacies. This study highlights that educators can use ambiguously credible texts to support students in evaluating online information by supporting student equivocation between contradictory content and source credibility.Keywords: Information literacyinformation credibilityambiguously credible informationsocial media Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsGillian E. MertensGillian Mertens is an Assistant Professor of Literacy Education at SUNY Cortland. Her research interests include digital and information literacies, Internet architecture, and the interplay between technology and identity.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346585","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":"Emotion, stimulation, habit, and criticality: Learning from teachers’ multifaceted conceptions of digital reading","authors":"Brady L. Nash","doi":"10.1080/15391523.2023.2264979","DOIUrl":"https://doi.org/10.1080/15391523.2023.2264979","url":null,"abstract":"AbstractThe emergence of post-truth culture and the spread of dis/misinformation has received a great deal of attention from researchers. Existing approaches to digital information literacy highlight new skills and strategies needed in digital spaces. However, challenges remain, including disconnects between school curricula and out-of-school experiences, a lack of research on teachers’ conceptions, and the role of emotional and sociocultural factors in meaning-making. Addressing these concerns, this qualitative case study examines how five teachers conceptualized and operationalized digital literacy through curriculum. The findings emphasize the importance of critical, sociocultural, emotional, and affective factors in conceptualizing and teaching digital literacy.Keywords: Digital literacyonline readingaffectcritical literacystimulationcurriculum developmentmeaning-makingliteracy studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBrady L. NashBrady L. Nash is an Assistant Professor of English Language Arts in the Department of Teaching, Curriculum, and Educational Inquiry and Affiliate Faculty in the Department of English. His research focuses on critical approaches to digital literacies and new technologies in the context of humanities education and the ways in which people come to understand the world through engagements with digital media.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135347696","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 effect of chatbots on learning: a meta-analysis of empirical research","authors":"Ecenaz Alemdag","doi":"10.1080/15391523.2023.2255698","DOIUrl":"https://doi.org/10.1080/15391523.2023.2255698","url":null,"abstract":"This meta-analysis aimed to comprehensively review empirical studies on the effect of chatbots on learning and quantitatively synthesize their findings to produce an overall effect size. Searching several databases yielded 28 eligible reports with 31 individual effect sizes. The results revealed a significant and medium effect (g = .48) of chatbots on learning. Further analyses indicated four significant moderators: the type of instruction in the comparison group, experimental duration, chatbot type, and chatbot tasks. The highest effect sizes emerged when the comparison group had no specific support, the experiment lasted only one session, and chatbots were task-focused and took care of frequently asked questions. These results suggest that chatbots can be more effective in certain cases within their overall contribution area to learning.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826894","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}