Search results for author:"Noela Haughton"
Total records matched: 12 Search took: 0.091 secs
University of Toledo
Good Intentions and Unanticipated Effects: The Unintended Consequences of the Application of Technology in Teaching and Learning Environments
TechTrends: Linking Research and Practice to Improve Learning Vol. 52, No. 5 (September 2008) pp. 52–58
The nature of disruptions encountered by classroom teachers is changing. In the past, disruptions were typically students chewing gum, eating or taking naps during class, engaging in acts of incivility including the occasional brawl, and the like....
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2318–2325
This paper discusses the implementation and impact of mobile technology-supported student teacher observations on the supervision process through the lenses of university supervisors. The theory of unintended consequences was used to focus the...
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 4 (December 2013) pp. 419–431
The debate surrounding teacher quality often fails to differentiate effectively between teacher-preparation providers. This failure also extends to distinguishing between teachers prepared in traditional campus-based accredited programs from those...
Involving part-time instructors in the systematic improvement of web-based learning: A structured approach using a course improvement framework.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 457–469
The Course Improvement Matrix was designed to provide a structured approach for online instructors – critical but sometimes marginalized stakeholders –to become involved in the continuous improvement of online courses. This paper describes the...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 1643–1647
Many online instructors, which includes traditional faculty with limited online experience and online instructors with minimal to no teaching experience, may be considered novices in the online instructional context. This paper articulates a unified ...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2969–2976
The debate surrounding teacher quality often fails to effectively differentiate between teacher-preparation providers. This failure also extends to distinguishing between teachers prepared in traditional campus-based accredited programs from those...
Engaging with Faculty to Develop, Implement, and Pilot Electronic Performance Assessments of Student Teachers Using Mobile Devices
Teacher Educator Vol. 44, No. 4 (2009) pp. 275–284
This article discusses the development and implementation of a technology-supported student teacher performance assessment that supports integration with a larger electronic assessment system. The authors spearheaded a multidisciplinary team to...
Effective Online Teaching and Learning Environments Captured through Course Syllabi: An Exploratory Quantitative Content Analysis
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1951–1961
Anecdotal and research-based evidence suggest a great deal of variation in the quality of online learning environments and in the range of instructional strategies and tools utilized to construct those environments. This study explored the structure ...
Leadership in Distance Education: Qualities and Qualifications Sought by Higher Education Institutions
American Journal of Distance Education Vol. 26, No. 3 (2012) pp. 180–199
This article presents the results of an investigation into the qualities and qualifications sought in distance education leaders by institutions of higher education in the United States. The researchers examined 191 distance education leadership...
Journal of Educational Computing Research Vol. 41, No. 3 (2009) pp. 369–390
The College of Education Assessment Infrastructure Survey was developed and administered to 1011 institutions over a 12-month period ending April 2007. The survey examined the capacity of university-based teacher preparation programs to respond to...
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 3500–3505
Traditional approaches to teacher preparation are characterized by disconnects that have resulted in gaps in the environment such as the gap between the individualized needs of all educators and traditional one-size-fits-all programs. Selected...