Examining a “Five Community Typology” to Support Designing for Community Participation in PK-12 Practice: Does “It” Belong?

Dawn Hathaway

Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1485–1493

The calls to reimagine citizenship largely ignore the ill-defined and changing nature of community participation. Little guidance is provided in the literature to rethink curriculum related to engaging learners in community participation. Informed...

Topics: Teaching and Learning with Emerging Technologies

Online Conversations with Peers and with an Expert Mentor:

Priscilla Norton; Dawn Hathaway

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 743–750

Abstract: Collaboration centered in peer conversation is the most frequently used online learning design. However, studies question this conventional wisdom, suggesting peer conversations are often only exchanges of personal experiences not well...

A Preservice Secondary Education Technology Course: Design Decisions And Students’ Learning Experiences

Dawn Hathaway; Priscilla Norton

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 925–933

Asked to design a technology education course, the researchers designed a course that focused on the interaction of technology and disciplinary teaching, not on technology skills. Adopting a design-based research approach, Phase 1 was a review of...

Topics: Preservice Teacher Education, Science Education, Secondary Education, social studies education, Graduate Education & Faculty Development

Assessing quality dimensions and elements of online learning enacted in a higher education setting

Dawn M. Hathaway

(2009) pp. 1–257

This study described how online learning is enacted in a university setting by addressing what university students reported about their perceptions of the quality of their learning in online environments and what university students reported about...

Exploring Online Learning through Design and Design-Based Research

Priscilla Norton; Dawn Hathaway

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1042–1049

Abstract: In this paper, the authors explore the role of design and design-based research as an alternative research methodology for uncovering principles and strategies for integrating online learning with graduate professional development. Using...

Reflections on the Notion of Community in Online Learning

Priscilla Norton; Dawn Hathaway

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3097–3104

Abstract: Community in online environments is often mentioned as a necessary condition for learning. To promote community, the authors offered a course forum, "Harp and Dwell," where teacher-learners could build community if they chose. Using an...

Video Production and Classroom Instruction: Bridging the Academies and the Realities of Practice in Teacher Education

Dawn Hathaway; Priscilla Norton

Journal of Technology and Teacher Education Vol. 20, No. 2 (April 2012) pp. 127–149

In these times of high-stakes testing, pressure to meet annual yearly progress goals, and standards-driven classroom curriculums, today’s teachers face many obstacles that interfere with their ability to teach with and about television and video. If ...

An Exploratory Study Comparing Two Modes of Preparation for Online Teaching

Dawn Hathaway; Priscilla Norton

Journal of Digital Learning in Teacher Education Vol. 28, No. 4 (2012) pp. 146–152

Few online high schools report requiring online education for their teachers, and few programs exist to prepare teachers to teach online (Smith, Clark, & Blomeyer, 2005). Professional development for online teachers continues to be a concern, and...

Preparing Teachers, Building Capacity: A Response to K-12 Online Initiatives

Priscilla Norton; Dawn Hathaway

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 886–894

There is a need for colleges of education to conceptualize a response to the expanding role of K-12 blended and fully online learning that provides teachers with necessary skills and competencies while simultaneously supporting school’s capacity to...

Comparing Two Online Learning Environments: A Classroom of One or Many?

Priscilla Norton; Dawn Hathaway

Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2064–2071

Abstract: Online learning is rapidly becoming a permanent feature of higher education. Although it offers many benefits to the adult learner, it commonly uses traditional instructional frameworks including structuring learning around a class of many ...

Taking Blended Learning to Graduate Teacher Education:Examining a Blending Strategy

Dawn Hathaway; Priscilla Norton

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 510–517

Most definitions describe blended learning as a combination of face-to-face and online elements and do not incorporate the interactions of content, activities, assignments, and meetings. When activities and modalities are central considerations,...

Topics: Graduate Education & Faculty Development

Exploring Teachers’ Perceptions of Quality K-12 Blended and Online Learning

Dawn Hathaway; Tareque Mehdi

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 693–700

As K-12 blended and online learning grow, concerns about quality prevail. Ongoing is the discussion of what constitutes quality and the proliferation of national standards that represent the view of a variety of stakeholders with the exception of K...

Topics: Teaching and Learning with Emerging Technologies, K-12 Online Learning

Visual Literacy in Teacher Education: Examining the Complexity of Online Images for Instructional and Personal Purposes

Matthew Korona; Dawn Hathaway

Journal of Technology and Teacher Education Vol. 29, No. 4 (December 2021) pp. 533–557

Although students and adults alike are constantly exposed to visuals both online and offline, merely being exposed to visuals does not guarantee visual literacy (Kedra & Zakeviciute, 2019). This study explored K12 teachers’ perceptions regarding...

What Do Teachers Learn About Online Learning from Their Online Professional Development Experiences?

Dawn Hathaway; Priscilla Norton

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 761–769

The literature emphasizes the need for teachers to have online learning experiences in preparation for teaching online. One way for teachers to experience online learning is through online professional development (OPD). This study explored the...

Topics: Graduate Education & Faculty Development

Teachers’ Online Experience: Is There A Covert Curriculum in Online Professional Development?

Priscilla Norton; Dawn Hathaway

Journal of Technology and Teacher Education Vol. 23, No. 4 (October 2015) pp. 509–533

Although the literature emphasizes the need for teachers to have online learning experiences in preparation for teaching online, teachers have few opportunities to experience online learning. One opportunity is online professional development. The ...

Topics: Curriculum, Professional Development

Using a Design Pattern Framework to Structure Online Course Content: Two Design Cases

Priscilla Norton; Dawn Hathaway

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 20, 2014) pp. 1440–1449

Despite the central role that well organized and structured course content plays in engaging learners, the authors point to the absence of guidelines for organizing content in ways that meet course learning goals. Recognizing the need for a design...

Topics: Instructional Design, Content Development, Implementation Examples & Issues

Impediments to Technology Integration: Individual Factors, School-Based Factors, and System-Wide Factors Identified by High-Using Technology Teachers

Priscilla Norton; Dawn Hathaway

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1011–1018

Although research studies in education frequently show that use of technology can help student learning, its use is often impacted by a number of barriers. Hew & Brush (2006) identified six barriers to technology integration and noted that much...

On Its Way to K-12 Classrooms, Web 2.0 Goes to Graduate School

Priscilla Norton; Dawn Hathaway

Computers in the Schools Vol. 25, No. 3 (October 2008) pp. 163–180

As corporate and higher education settings increasingly use Web 2.0 tools, the time has come to think about preparing K-12 in-service teachers to find ways in which these tools might support classroom teaching and learning goals. This article...

The Design Document as a Strategy for Making Design Thinking Visible: Innovating Practice and Embedding Technology

Dawn Hathaway; Priscilla Norton

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1842–1849

Today’s teachers are challenged to be innovators, to craft learning opportunities and instructional practices incorporating technology(ies) appropriate for 21st century learning. Team ISTE (2018) has highlighted teachers as designers, echoing the...

Topics: faculty development, Teaching and Learning with Emerging Technologies

Video Production as an Instructional Strategy: Content Learning and Teacher Practice

Priscilla Norton; Dawn Hathaway

Contemporary Issues in Technology and Teacher Education Vol. 10, No. 1 (March 2010) pp. 145–166

This study examined teacher-learners’ reflections about the use of video production in their K-12 classrooms for evidence of content learning, the factors facilitating teacher use of video production, and the challenges teachers reported. Findings...

Topics: Video, Classrooms, Teachers, Instructional Design, Integration, Curriculum

The Effects of Gender Grouping in Online Collaborative Groups

William Warrick; Dawn Hathaway

Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 584–591

Online discussion boards provide students with a forum and framework within which they can interact and collaborate with other students and instructors. Meaningful dialogue in discussion boards depends on strong working relationships between group...

Topics: Collaboration, Students, Gender

Exploring Two Teacher Education Online Learning Designs: A Classroom of One or Many?

Priscilla Norton; Dawn Hathaway

Journal of Research on Technology in Education Vol. 40, No. 4 (2008) pp. 475–495

Online learning is rapidly becoming a permanent feature of higher education. In a preponderance of instances, online learning is designed using conventional educational practices: lecture, grades, group discussion, and the like. Concerns with...

A Preservice Secondary Education Technology Course: Attitudes, Knowledge, and Learner Outcomes

Dawn Hathaway; Priscilla Norton

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 690–697

Pursuing an iterative process of design and assessment, this paper presents Phase 4 of a research project based on the design, develop, and assessment of a preservice secondary teacher technology education course. This phase examined the course’s...

Topics: Graduate Education & Faculty Development

In Search of a Teacher Education Curriculum: Appropriating a Design Lens to Solve Problems of Practice

Priscilla Norton; Dawn Hathaway

Educational Technology Vol. 55, No. 6 (2015) pp. 3–14

Despite the rhetoric around technology as a transformative force in education, transformation is in the hands of teachers not technology. Yet, teachers cannot capitalize on technology's transformative potentials when teacher education is focused on...

Using a Design Pattern Framework to Structure Online Course Content: Two Design Cases

Priscilla Norton; Dawn Hathaway

International Journal on E-Learning Vol. 16, No. 2 (April 2017) pp. 175–193

* Invited as a paper from E-Learn 2014 ** Despite the central role that well organized and structured course content plays in engaging learners, the authors point to the absence of guidelines for organizing content in ways that meet course...

Frequency, Confidence, and Self-Perception: Comparing Two Modes of Preparation for Online Teaching

Priscilla Norton; Dawn Hathaway

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2029–2036

Abstract: Few online high schools report requiring online education for their teachers, and few programs exist to prepare teachers to work in online classrooms (Smith, Clark, & Blomeyer, 2005). Professional development for online teachers continues...

"We Always Make It Work": Teachers' Agency in the Time of Crisis

Greta Björk Gudmundsdottir; Dawn M Hathaway

Journal of Technology and Teacher Education Vol. 28, No. 2 (2020) pp. 239–250

As of mid-April 2020, 1.5 billion learners were affected by school closures across 191 countries due to the COVID-19 pandemic (UNESCO, 2020). During the weeks of school closures, teachers were expected to become online teachers overnight. As teacher ...