Search results for author:"Dawn Hathaway"
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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...
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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...
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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
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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...
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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...
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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...
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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 ...
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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...
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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...
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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 ...
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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,...
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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...
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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
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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
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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...
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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...
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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
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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
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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...
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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...
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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...
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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...
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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...