Search results for author:"Julia Fuller"
Total records matched: 8 Search took: 0.086 secs
Kennesaw State University
Action Research for Helping Increase Teacher Participation Rates in Technology-Based Professional Learning
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2094–2099
An Instructional Technology Specialist in the Southeastern United States conducted an action research project to determine factors affecting teachers’ decisions about whether or not to participate in technology-integration professional learning...
Using Student Response Systems to Collect Formative Data for Learning: An Evaluation of Professional Learning
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 739–746
A school system in Georgia provided each middle school academic teacher with a student response system (SRS). This research addressed meeting the needs of the teachers as they implemented their new instructional tool. The Instructional Technology...
Investigating a Flipped Professional Learning Approach for Helping High School Teachers Effectively Integrate Technology
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 920–924
The literature on the Flipped Learning model acknowledges the positive impact on student learning in K-12 and higher education, as well as individuals in business environments (Yarbro, Arfstrom, McKnight & McKnight, 2014). This study provides a...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 233–239
This paper gives an overview of Kennesaw State University’s inaugural MOOC, which focused on helping educators develop their skills in designing blended and online learning environments. Design aspects of the MOOC are discussed. Additionally, the...
Topics: Distance/Flexible Education
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 278–284
This paper provides a design-based account of a goal-oriented Massive Open Online Course (MOOC) for K-12 teacher professional learning. Using a backward-design approach with the MOOC context in mind, faculty designed a MOOC that maintained a focus...
Julia Parish-Morris; Neha Mahajan; Kathy Hirsh-Pasek; Roberta Michnick Golinkoff; Molly Fuller Collins
Mind, Brain, and Education Vol. 7, No. 3 (September 2013) pp. 200–211
Early experiences with books predict later reading success, and an interactive shared reading style called "dialogic reading" is especially beneficial to emergent literacy. Electronic console (EC) books, CD-rom books, and e-book apps are...
TechTrends: Linking Research and Practice to Improve Learning Vol. 58, No. 4 (July 2014) pp. 73–80
In recent years online education doctorates have become more prevalent to accommodate the growing need for distance academic preparation. Due to the newness of these degree programs, there is a dearth of information in the literature on learner...