Experiences of Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD)

Monty King; Bernadete Luan; Esperança Lopes

Open Praxis Vol. 10, No. 3 (Nov 14, 2018) pp. 279–287

This paper details the experiences of a group of Timorese English language teachers from Lorosa’e English Language Institute (LELI) in Dili, Timor-Leste, who participated in a professional development MOOC entitled Teaching for Success: Lessons and...

Language: English

Teachers' perceptions of digital badges as recognition of professional development

W. Monty Jones; Samantha Hope; Brianne Adams

British Journal of Educational Technology Vol. 49, No. 3 (May 2018) pp. 427–438

This mixed methods study examined teachers' perceptions and uses of digital badges received as recognition of participation in a professional development program. Quantitative and qualitative survey data was collected from 99 K-12 teachers who were...

Blogging and Microblogging for Community Building in a Virtual Field Experience

Brianne Jackson; W. Monty Jones

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 649–655

This article describes the construction and implementation of a two-semester practicum for teachers enrolled in a certificate program for K-12 online teaching. This program was developed based on the principles of connectivist theory. Through...

Topics: New Possibilities with Information Technologies, K-12 Online Learning

Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities

Monty Jones; Sara Dexter

Journal of Educational Multimedia and Hypermedia Vol. 27, No. 1 (January 2018) pp. 83–102

This mixed-methods study examined the technology integration learning activities of four teachers throughout one year using weekly quantitative surveys and a series of three qualitative individual interviews. Through the teachers’ own voices an...

Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching

Mohammed Debbagh; W. Monty Jones

Journal of Educational Multimedia and Hypermedia Vol. 27, No. 1 (January 2018) pp. 43–62

This case study utilized the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra & Koehler, 2006) as a lens to examine the instructional strategies of four English as a second language (ESL) teachers and their...

Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities

Monty Jones; Sara Dexter

EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 566–577

This mixed-methods study examined the technology integration learning activities of four teachers throughout one year using weekly quantitative surveys and a series of three qualitative individual interviews. Through the teachers’ own voices an...

Topics: Instructor Training and Support

Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching

Mohammed Debbagh; W. Monty Jones

EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 739–751

This case study utilized the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra & Koehler, 2006) as a lens to examine the instructional strategies of four English as a second language (ESL) teachers and their...

Topics: pedagogical issues, Teaching/Learning Strategies, improving classroom teaching

Reconsidering the Research on CBI Screen Design

Gary R. Morrison

Two variables that designers should consider when developing computer-based instruction (CBI) text screens are text density, which manipulates the context of the information presented, and screen density, which is a measurement of the amount of...

4-stage Online Presence Model: Model for Module Design and Delivery Using Web 2.0 Technologies to Facilitate Critical Thinking Skills

WeiWei Goh; Barbara Dexter; Richard Self

International Journal on E-Learning Vol. 13, No. 3 (September 2014) pp. 251–272

The main purpose of this paper is to present a conceptual model for the use of web 2.0 online technologies in order to develop and enhance students’ critical thinking skills at higher education level. Wiki is chosen as the main focus in this paper....

The Forgotten Teachers in K-12 Online Learning: Examining the Perceptions of Teachers Who Develop K-12 Online Courses

Michael Barbour; David Adelstein; Jonathan Morrison

International Journal of Online Pedagogy and Course Design Vol. 4, No. 3 (July 2014) pp. 18–33

Like many K-12 online learning programs, the Illinois Virtual High School (IVHS) began by utilizing vendor content to populate its online courses. In its fourth year, the IVHS began a concerted effort to design more of its own online course content...

Education and Information Technology Annual 2018: A Selection of AACE Award Papers

Theo J Bastiaens; Gary Marks

(April 2018) pp. 1–250

We are proud to present to you this selection of 20 award-winning papers from AACE’s conferences. This year's selection includes papers from the annual conference of the Society for Information Technology & Teacher Education (SITE) in Austin, Texas,...

Research Highlights in Technology and Teacher Education 2016

Leping Liu; David Gibson

(2016) pp. 1–204

SITE is proud to present the 2016 Research Highlights in Technology and Teacher Education. This compilation represents some of the finest research presented at the 2016 SITE conference in Savannah, GA. Each article underwent two rounds of rigorous...

"E-tivities from the Front Line": A Community of Inquiry Case Study Analysis of Educators' Blog Posts on the Topic of Designing and Delivering Online Learning

Phemie Wright

Education Sciences Vol. 4, No. 2 (2014) pp. 172–192

Designing and implementing successful online learning has been at the forefront of institutional agendas since digital learning increased in market demand over the last decade. However there is still ongoing debate as to the "how" of this...