by Xueli Wang, Kelly Wickersham, Seo Young Lee, Na Lor, Ashley Gaskew & Amy Prevost - 2020
This mixed-methods study investigates factors associated with beginning community college STEM students’ decisions to transfer in STEM fields, and how students describe these factors as either supports or barriers that undergird their decisions to stay or leave the STEM transfer pathway.
by Justin Ortagus & R. Tyler Derreth - 2020
Drawing from interviews with 22 administrators, faculty members, and instructional designers, this study presents a qualitative analysis of how leading universities reconcile financial and quality considerations when offering online education. Findings reveal emergent themes related to the importance of quality as an actionable goal, the causes and consequences of the business model of online education, the impact of online education on the changing faculty role, and the importance of student-centered learning when offering online education.
by Jay Stratte Plasman, Michael Gottfried & Ethan Hutt - 2020
This study explores the changes in applied STEM CTE participation over time as related to the authorization of Perkins IV CTE legislation. Implications are discussed.
by J. Cameron Anglum, Laura Desimone & Kirsten Hill - 2020
This study analyzes the implementation of a blended learning middle school mathematics intervention in a large urban school district in the northeastern United States. The study examines how teachers integrate blended learning strategies into their pedagogical practices and what factors, including school, teacher, and student attributes, facilitate or hinder these approaches.
by Stacey Rutledge, Vanessa Dennen & Lauren Bagdy - 2019
In this multilevel exploratory case study, we examined the intersection of adolescent social media use and administrators’ and teachers’ work in one Florida high school. We found that students and adults engaged in active and intentional community building and informal learning across social media sites, however, these activities were separate from the formal activities in schools.
by Christine Greenhow, Vincent Cho, Vanessa Dennen & Barry Fishman - 2019
As social media impact our lives in myriad ways, research on education and social media continues to grow, prompting the need to reflect on where the field should go from here to conduct the most impactful scholarship. Accordingly, this article proposes research directions and approaches that promise to advance this expanding field, grounded in insights from the long history of studying technology in education, including over a decade of research on social media.
by Alan Daly, Jonathan A. Supovitz & Miguel Del Fresno - 2019
This piece reflects on the results and implications of our recent social media study that examined the Common Core through Twitter activity over a 2-year period. During this study, we examined the high-level social side of social media (Twitter) in an effort to analyze, visualize, and make sense of the often hidden world of online interactions that influence educational policy.
by John Lane, Brian Boggs, Zixi Chen & Kaitlin Torphy - 2019
In this chapter, the authors present a conceptual model for the enactment of virtual instructional resources.
by Hamid Karimi, Tyler Derr, Kaitlin Torphy, Kenneth Frank & Jilaing Tang - 2019
This article presents a roadmap on how to incorporate online social media data in education research from data mining and machine learning perspectives.
by Daniel Krutka, Stefania Manca, Sarah Galvin, Christine Greenhow, Matthew Koehler & Emilia Askari - 2019
In this chapter, the authors argue that educators should teach “against” the problematic aspects of social media platforms, namely, components designed by companies to increase profits. They detail five aspects of this phenomenon, with each section outlining the problem and offering education suggestions.
by Martin Rehm, Stefania Manca, Diana Brandon & Christine Greenhow - 2019
This chapter analyzes 80,267 articles from the Web of Science Core Collection database, using a combination of co-citation and bibliometric analyses using a mixed-methods approach. Our results show that there has been a constant increase in the number of publications concerned with social media, both as a transversal topic and within the educational sector.
by Diana Brandon - 2019
This chapter summarizes the activities and outcomes of the 2018 #Cloud2Class conference on social media in education. Reflections on the organization, execution, and future effects of the event are included.
by Ayesha Hashim & Jeffrey Carpenter - 2019
This chapter proposes a conceptual framework for unpacking the motivational factors that lead teachers to engage with social media for professional learning.
by Diana Brandon, Alan Daly, Kenneth Frank, Christine Greenhow, Sihua Hu, Martin Rehm & Kaitlin Torphy - 2019
This introduction includes background, past and present boundaries to be crossed and a description of the organizers and our purpose. It elicits participation form the reader and the field in general (#cloud2class).
by Kenneth Frank & Kaitlin Torphy - 2019
This article is a dialogue between a curmudgeon and a millennial regarding the import of social media for education and for educational research. The topics include a broad understanding about what social media are and how they relate to teaching and curriculum; understanding about social media as a data artifact; and the quality of resources available on social media.
by Kaitlin Torphy & Corey Drake - 2019
This chapter builds on the notion of a Fifth Estate to examine education change and teaching within the 21st century. Using an application exercise with preservice teachers’ curation of instructional resources, we examine their reflections on the use of social media for professional purposes and instructional planning.
by Sam Wineburg & Sarah McGrew - 2019
This study compares how professional fact checkers, historians, and first year college students evaluated online information and presents the strategies fact checkers used to efficiently and effectively find trustworthy information.
by Jennifer Darling-Aduana, Annalee Good & Carolyn Heinrich - 2019
We investigate and identify disparate access to quality educational experiences in online credit-recovery labs, which mirror those documented by others in traditional instructional settings based on class-based expectations. Based on our analysis, we propose strategies to support more equitable learning in online courses including providing explicit expectations and proactive assistance to students, using real-time data by teachers, accommodating lower student-teacher ratios, and assigning to online labs teachers certified in the course subjects in which students enroll.
by Mica Pollock, Susan Yonezawa, Hilary Gay & Lilia Rodriguez - 2019
This article presents seven in-person “teacher roles” that low-income youth and their teachers deemed necessary for supporting students as they used computer-based materials; we describe three roles that participants said assisted students in achieving basic equity and four roles that participants called particularly necessary for deep equity. Our goal is to offer an empirically informed conceptual framework supporting next research on (and innovation of) equity-minded “blended” classroom practice.
by Bryan Mann & Stephen Kotok - 2019
This study examines student enrollment patterns within cyber charter schools in Pennsylvania, a state where elected policymakers tend to view choice as a means for school improvement.
by Amy Hutchison & Lindsay Woodward - 2018
This study explored how a yearlong professional development model guided by the Technology Integration Planning Cycle supported teachers’ technology integration efforts. Teachers’ progress as well as student performance are discussed.
by Amy Stornaiuolo & T. Philip Nichols - 2018
This article focuses on how a new urban public high school created a media production lab to put making practices at the center of teaching and learning.
by Kenneth Graves & Alex Bowers - 2018
This study investigates the extent to which there is a typology of teachers who use technology, using a nationally generalizable dataset from the National Center of Education Statistics.
by Jack Schneider, Rebecca Jacobsen, Rachel White & Hunter Gehlbach - 2018
This article details an experiment in which a broad and diverse range of information about schools was assembled and presented to stakeholders in a small urban district. Using a modified deliberative polling experience, authors assess how participants responded to a new, more comprehensive set of school performance information. They found that when users of the new data system evaluated unfamiliar schools, they expressed not only more confidence in their own knowledge, but also in the quality of the schools.
by Ui Jeong Moon & Sandra Hofferth - 2018
This study examines whether the benefits of computer access observed in the general U.S. population were also applicable to children from immigrant families in the early 2000s.
by Khe Foon Hew - 2018
This article reports on a large-scale qualitative study that analyzed data from more than 4,400 learners who participated in one or more of 10 highly rated MOOCs. The author discusses six key factors that can engage online students and nine reasons for student disaffection.
by Karen E. Wohlwend - 2017
Monster High, a popular transmedia doll franchise for girls, is analyzed as a virtual dollhouse that converges toys, digital media, popular media, and social media in ways that circulate naturalized and normalizing expectations for girls. However, analysis of the digital dress-up and online doll play that children produce and share on social media shows that players also make use of this convergence to remake imaginaries for their own purposes in ways that both reproduce and rupture these expectations.
by Jackie Marsh - 2017
This article reports on a study of the role and nature of play in young children’s use of toys that connect physical and digital domains.
by Sandra Abrams, Jennifer Rowsell & Guy Merchant - 2017
This introductory article provides an overview of the special issue and addresses digital practices and cultures. Combining conceptualizations by Huizinga and Appadurai, authors suggest that playscapes help to support expanded examinations and discussions of entangled meaning making across space and time.
by Kurt Squire & Constance Steinkuehler - 2017
Through an instrumental case study of a child’s activity in the videogame Madden, Squire and Steinkuehler scrutinize contemporary notions of “screen time” for children and its import and potential risks. The resulting analysis challenges the dosage model of media use assumed in parental discourse in America today.
