1. technology and computing

COVER SHEET
1. Title of project: Technology Integration Concerns: A Dialogue Between Pre-Service
Teachers and Exemplary In-Service Teachers
2. Name and department/school of each investigator:
● Krista Glazewski (Associate Professor) - Instructional Systems Technology, School of
Education
● Anne T Ottenbreit-Leftwich (Assistant Professor) - Instructional Systems Technology,
School of Education
● Sinem Aslan (Graduate Student) - Instructional Systems Technology, School of
Education
● Bryan Hoey (Graduate Student) - Instructional Systems Technology, School of Education
● Aaron Zachmeier (Graduate Student) - Instructional Systems Technology, School of
Education
3. Email address for contact purposes: Krista Glazewski (Associate Professor),
[email protected]
4. Funding level requested: Phase I ($2000)
5. Duration of funding period: One-Time (One Year)
1
DESCRIPTION OF PROJECT
Introduction
There are three major contributions of this study:
1. Contribution to current knowledge. The goal of this research study is to initiate a
dialogue about technology integration between pre-service teachers and experienced K12 teachers who have been recognized for their exemplary use of technology in the
classroom, and to explore the results of that dialogue. Other research has explored preservice teachers’ concerns and beliefs about technology integration, but the authors
believe that no study to date has explored such a dialogue.
2. Contribution to pre-service teachers’ learning in a technology integration course. The
pre-service teachers who will participate in this study are undergraduate students who are
enrolled in a technology integration course. Students in this course learn strategies for
using technology in the classroom to support teaching and learning. In this study,
students will engage in a dialogue with experienced teachers, and will thereby be exposed
to an authentic and relevant perspective about technology integration. This study will
provide data for formative assessment of student learning and allow course coordinators
to improve curriculum for future semesters.
3. Contribution to the field of teacher education. The participants in this study are preservice teachers enrolled in a technology integration course and experienced K-12
teachers who have been recognized for their exemplary use of technology in the
classroom. In the proposed dialogue between the two, the experienced teachers will
address the concerns of the pre-service teachers related to technology integration. We
will explore the results of the dialogue and evaluate the dialogue as an approach to
addressing pre-service teachers’ concerns. This study will improve understanding of preservices teachers’ concerns and strategies for addressing the concerns. The results of the
study may be applicable in technology integration courses in teacher education programs.
Background
According to Teo et al. (2008), there are three main factors that affect pre-service
teachers’ attitudes toward the use of technology in the classroom: 1. perceived usefulness (the
belief that job performance will be enhanced by using a particular technology); 2. perceived ease
of use (the belief that using a particular technology will be free of effort); and 3. subjective norm
(an individual’s perception that others expect him or her to engage in a behavior). These factors,
based on the Technology Acceptance Model (TAM) (Davis, 1989), provide a lens through which
one can explore attitudes toward technology use on a case-by-case basis. Teo et al. (2008) found
that perceived usefulness and perceived ease of use were significantly related to attitudes toward
technology use, and that subjective norm had a strong relationship to perceived usefulness of
technology. These relationships suggest that a mentor who expresses a positive attitude toward
the use of technology may positively affect a pre-service teachers’ toward the use of technology.
Connected to these ideas of perceived usefulness, ease of use, and subjective norm is the
concept of self-efficacy, or what an individual believes he or she is capable of doing (Bandura,
1997). Research has shown that self-efficacy is an important factor in whether or not a teacher
uses technology in the classroom, as it bridges skill and action (Ertmer et al., 2002). This
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suggests that if a pre-service teacher has low self-efficacy for technology use, he or she will be
less likely to integrate technology into his or her teaching, even if he or she has the necessary
skills. Ertmer et al. (2002) argued for the importance of modeling as a method for improving
self-efficacy for technology use: “Not only can models provide information about how to enact
meaningful technology use but they can increase observers’ confidence for generating the same
behaviors” (p. 5).
Previous research has identified various concerns and negative attitudes that pre-service
teachers have about technology integration (Cullen & Greene, 2011). Exemplary teachers,
having experience in situations similar to those pre-service teachers enter when they begin their
careers, may be able to address and allay these concerns. In this study, the researchers propose to
initiate a dialogue between pre-service teachers and experience teachers. We have
conceptualized the dialogue as a developmental interaction. In a developmental interaction or
relationship a developer (an experienced teacher in this case) provides career or psychosocial
support to a developee (a pre-service teacher) (Douglas & McCauley, 1999). There are many
kinds of support, including role-modeling, counseling, and reinforcement (D’Abate, Eddy, &
Tannenbaum, 2003).
Methods
Purpose & Research Questions
The purpose of this study is to investigate the concerns of pre-service teachers about
technology integration and to explore how pre-service teachers react to the modeling of
exemplary technology use by experienced teachers. There are three major research questions:
1. What are pre-service teachers’ concerns about technology integration in their own
future classrooms?
2. How do exemplary in-service teachers address these concerns?
3. To what extent do exemplary in-service teachers’ expertise and modeling allay the
concerns of pre-service teachers about technology integration?
Research Context & Design
We will use a single case study design, as suggested by Yin (1994). Undergraduate
students enrolled in a technology integration course in a teacher education program at a large
Midwestern university and experienced K-12 teachers will be the participants of this study. The
selection of teachers will be based on purposeful (judgemental) sampling. Five practicing
teachers who received Jacobs Educator Awards for exemplary technology use in the classroom
have been selected. Data will be collected through a survey and interviews.
Data Collection & Analysis
This research study will use a three-stage data collection procedure. Each stage will
inform the next. These stages also constitute the proposed dialogue between pre-service teachers
and exemplary teachers. Figure 1 below demonstrates these stages.
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Figure 1. Three-Stage Data Collection Procedure
Stage 1: Survey. An electronic survey will be created using online survey tool. The Web address
of the survey will be sent to participants’ (pre-service teachers) e-mail addresses. The survey will
include demographic information including subject area and grade level focus, and a question
about concerns related to technology integration. After the researchers collect the survey data,
they will identify commons concerns, which will inform the next stage.
Stage 2: Teacher presentation. The experienced teachers’ presentation will be based on the most
common concerns identified in the survey data. Questions regarding the concerns will be given
to the experienced teachers before the presentation so that they will have time to prepare their
responses. The experienced teachers will present their responses in a face-to-face session. The
pre-service teachers will be invited to attend the session by email.
Stage 3: Follow-up interviews. The researchers’ aim at this stage is to investigate the extent to
which exemplary teachers’ expertise and modeling allays the concerns of pre-service teachers
about technology integration. The interviews will focus on that question. Pre-service teachers
will be asked whether they believe that their concerns were adequately addressed and whether
their attitudes have changed.
Data sources for each stage are represented in Table 1 below. Creswell’s qualitative data analysis
framework (2009) and thematic analysis will be used to analyze data from the surveys, the
experienced teachers’ presentation, and follow-up interviews with pre-service teachers.
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Table 1
Data Sources of the Study
Research Questions
Research Question 1
Research Question 2
Research Question 3
Data Sources
Pre-service Teachers’ Survey
(Questions from Pre-Service Teachers will be collected)
In-service Teachers’ Presentation
(Selected top 10 questions will be addressed and discussed)
Interviews with Pre-service Teachers
(Pre-service teachers who posted one of the selected top 10
concerns/questions)
BUDGET NARRATIVE
Conference Presentation: The proposal of this research study will be submitted to the AECT
(Association for Educational Communication and Technology) Conference, 2012 in Louisville,
Kentucky. The funding will be used for researchers working on this project to support their
conference related expenses including conference registration, travel and lodging. Total expected
expenses are shown in the table below.
Activity
Estimated Cost
Conference
Registration
$195 - Graduate Student Registration
$350 - Regular Member Registration
(195*3) + (350*2) = $1285
Travel (Round Trip)
210 miles roundtrip at $0.555 per mile (federal mileage reimbursement
rate)
2 carloads (210*$0.555) = $233.10
Lodging
97 per person per night (GSA per diem rate)
($97*3 days)*5 People=$1455
Meals
$61 per person per day (GSA per diem rate)
($61*4 days) *5 People = $1220
Estimated Total
$4193.10
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RESEARCH PLAN AND TIMELINE
Activity
Anticipated Dates
Development of Survey Instrument
By 24th February, 2012
Pilot Testing of Survey
By 27th February, 2012
Data Collection (Survey)
From 5th to 9th of March, 2012
Data Analysis (Survey)
By 12th March, 2012
Teacher Presentation
23rd of March
Data Collection (Follow-up Interviews)
From 26th to 30th March, 2012
Data Analysis (Follow-up Interviews)
From 31st March to 21st April, 2012
Reporting
By 31st May, 2012
Presentation of the Findings (Pending acceptance of
submission)
From 30th October to 3rd November,
2012
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KRISTA D. GLAZEWSKI, PH.D.
ASSOCIATE PROFESSOR, INSTRUCTIONAL SYSTEMS TECHNOLOGY
INDIANA UNIVERSITY
EMAIL: [email protected]
1442 S. WINFIELD ROAD
INS. SYSTEMS TECHNOLOGY
BLOOMINGTON, IN 47401
INDIANA UNVERSITY
(M) 765-409-2641
201 N. ROSE
(O) 812-856-8457
BLOOMINGTON, IN 47401
EDUCATION
Ph.D.
Dissertation: The Impact of Scaffolding and Student Ability in a Hypermedia,
Problem-Based Learning Unit
Learning and Instructional Technology
Arizona State University, Phoenix, Arizona
Advisor: James Klein
2003
M.A.
Secondary Education
University of New Mexico, Albuquerque, New Mexico
1998
B.A.
Education, Magna Cum Laude
Endorsement in Teaching English as a Second Language
University of New Mexico, Albuquerque, New Mexico
1995
CERTIFICATIONS AND AWARDS
2009
Rising Star Award
Office of the Vice Provost for Research, New Mexico State University
2008
Dean’s Award for Excellence in Teaching Award
College of Education, New Mexico State University
2007
Leadership Award
American Educational Research Association SIG – Instructional Technology for service to
the SIG from 2004-2006.
2006
Curriculum & Instruction Excellence in Teaching Award Nominee
Purdue University
2005
Service Learning Fellowship
Purdue University
2004
National Science Foundation Junior Faculty Fellow
International Conference of the Learning Sciences
2004
Instructional Technology Young Researcher Award
American Educational Research Association, SIG-Instructional Technology
KRISTA D. GLAZEWSKI
PAGE 2 OF 4
2003-04
Award for Research Excellence (in recognition of dissertation research)
Arizona State University, Division of Psychology in Education, College of Education
2002-03
P.E.O. National Scholar Award: Arizona State Nominee
2002-03
Preparing Future Faculty Fellow, Arizona State University
1996-99
New Mexico State Teaching Certification (inactive)
Teaching English as a Second Language, Language Arts, and Social Studies
ACADEMIC APPOINTMENTS
Associate Professor of Instructional Systems Technology
Indiana University, Department of Instructional Systems Technology
Courses:
EDUC R521: Intro to Instructional Design and Development
EDUC R541: Instructional Development and Production I
Fall 2011 – present
Associate Professor of Learning Technologies
New Mexico State University, Department of Curriculum and Instruction
Courses:
EDLT 368: Integrating Technology with Teaching
EDUC 518: Technology and Pedagogy
EDLT 573: Technology and Critical Thinking
EDLT 607: Current Research in Learning Technologies
EDLT 615: Program and Instructional Evaluation
EDUC 694: Dissertation Seminar in Qualitative Research
Fall 2009 – Spring 2011
Assistant Professor of Learning Technologies
New Mexico State University, Department of Curriculum and Instruction
Fall 2006 – Spring 2009
Assistant Professor of Educational Technology
Fall 2003 – Spring 2006
Purdue University, Department of Curriculum and Instruction
Courses:
EDCI 270L: Introduction to Educational Technology (Lab Section)
EDCI 271: Classroom Applications of Educational Technology (Teach Sections and Coordinate 3
Teaching Assistants)
EDCI 564: Integration and Management of Technology in Education
EDCI 571: Production of Instructional Materials
EDCI 572: Learning Systems Design (formerly Introduction to Instructional Design and Communication)
EDCI 591T: Learning Theories for Instructional Design
EDCI 660: Seminar – Problem-Based Learning Applications and Research (Co-Taught with Peg Ertmer)
EDCI 660: Seminar – Thriving in the PhD: Get What You Came For (Co-Taught with Jennifer Richardson)
EDCI 672: Advanced Instructional Design (Co-Taught with Peg Ertmer)
REFEREED PUBLICATIONS
Belland, B. R., Glazewski, K. D., & Richardson, J. (2011). Problem-based learning and argumentation:
testing a scaffolding framework to support middle school students’ creation of evidence-based
arguments. Instructional Science, 39, 667-694.
KRISTA D. GLAZEWSKI
PAGE 3 OF 4
Ottenbreit-Leftwich, A.T., Glazewski, K., & Newby, T. (2010). Preservice technology integration course
revision: A conceptual guide. Journal of Technology and Teacher Education, 18(1), 5-33.
Ottenbreit-Leftwich, A. T., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher value beliefs
associated with using technology: Addressing professional and student needs. Computers & Education,
55(3), 1321-1335.
Glazewski, K. D. & Ertmer, P. A. (2010). Fostering socioscientific reasoning in problem-based learning:
Examining teacher practice. The International Journal of Learning, 16(12), 269-282.
Belland, B. R., Glazewski, K. D., & Ertmer, P. A. (2009). Inclusion and problem-based learning: Roles of
students in mixed-ability groups. Journal of Middle Level Education, 32(9), 1-19.
Ertmer, P., Glazewski, K. D. & others. (2009). Facilitating technology-enhanced problem-based learning
(PBL) in the K-12 classroom: An examination of how and why teachers adapt. Journal of Interactive
Learning Research, 20, 35-54.
Brush, T., Glazewski, K. D., & Hew, K. F. (2008). Development of an instrument to measure pre-service
teachers’ technology skills, technology beliefs, and technology barriers. Computers in the Schools, 25,
112-125.
Belland, B., Glazewski, K. D., & Richardson, J. (2008). A scaffolding framework to support the
construction of evidence-based arguments among middle school students. Educational Technology
Research and Development, 56, 401-422. (NOTE: the first author was awarded the 2007 Educational
Technology Research & Development Young Scholar Award for this article).
Simons✝, K. D. & Klein, J. (2007). The impact of scaffolding and student achievement levels in a
hypermedia, problem-based learning unit. Instructional Science, 35, 41-72.
Belland, B., Ertmer, P. A., & Simons✝, K. D. (2006). Problem-based learning and perceptions of its value
by students with special needs and their teachers. The Interdisciplinary Journal of Problem-Based
Learning, 1(2), 1-18.
Ertmer, P. A. & Simons✝, K. D. (2006). Jumping the implementation hurdle: Supporting PBL in K-12
classrooms. The Interdisciplinary Journal of Problem-Based Learning. 1(1), 40-54.
Simons✝, K. D. & Ertmer, P. A. (2005/2006). Scaffolding disciplined inquiry in problem-based
environments. The International Journal of Learning. 12(6), 298-305.
Ertmer, P. A. & Simons✝, K. D. (2005/2006). Scaffolding teachers’ efforts to implement problem-based
learning. The International Journal of Learning. 12(4), 319-327.
Simons✝, K. D. & Clark, D. (2004). Supporting inquiry in science classrooms with the web. Computers
in the Schools, 21(3/4), 23-36. [NOTE: Concurrently published as a book chapter in E-learning and K-12
Education, published by Haworth Press].
Simons✝, K. D., Klein, J., & Brush, T. (2004). Instructional strategies utilized during the implementation
of a hypermedia, problem-based learning environment: A case study. Journal of Interactive Learning
Research, 15(3), 213-233.
✝
Note: Former name is K. Simons.
KRISTA D. GLAZEWSKI
PAGE 4 OF 4
Brinkerhoff, J. & Glazewski, K. (2004). Support of expert and novice teachers within a technology
enhanced problem-based learning unit: A case study. International Journal of Learning Technology, 1(2),
219-230.
Brush, T., Glazewski, K., Rutowski, K., & others. (2003). Integrating technology in a field-based teacher
training program: The PT3@ASU project. Educational Technology Research and Development, 51(1),
57-72.
Brush, T., Igoe, A., Brinkerhoff, J., Glazewski, K., & others. (2001). Lessons from the field: Integrating
technology into pre-service teacher education. Journal of Computing in Teacher Education, 17(4), 16-20.
BOOKS
Ertmer, P. A., Quinn, J., & Glazewski, K. (Eds.) (accepted). The ID Casebook: Case Studies in
Instructional Design (4th Edition). Upper Saddle River, NJ: Pearson Publishing.
BOOK CHAPTERS
Simons✝, K. D. & Salter, S. M. (2007). Natalie Morales: Managing training in a manufacturing setting. In
P. A. Ertmer & J. Quinn (Eds.), The ID Casebook: Case Studies in Instructional Design (3rd Edition), (pp.
215-221). Upper Saddle River, NJ: Prentice Hall.
Glazewski, K. & Brush, T. (2005). A review of seven integrated, field-based models for technology
preparation. In C. Vrasidas & G. Glass (Eds.), Preparing Teachers to Teach with Technology, (pp. 191204). Greenwich, CT: Information Age Publishing. (NOTE: The book volume was awarded with the
2007 Outstanding Book Award from the Association of Educational Communications and Technology).
Simons✝, K. D. & Clark, D. (2004). Supporting inquiry in science classrooms with the web. In J.
Blanchard & J. Marshall (Eds.), E-learning and K-12 Education (pp. 23-36). Binghamton, NY: Haworth
Press. (Note: Concurrently published as a journal article in Computers in the Schools).
EXTERNAL GRANTS, FUNDED
Glazewski, K. D. (co-principal investigator) & Shuster, M. (co-principal investigator). (2009). Conexiones:
Fostering Technology-Enhanced Socioscientific Inquiry in Graduate Teacher Preparation. $268,000 over
2 years. Fund for the Improvement of Post-Secondary Education (FIPSE), U. S. Department of Education.
Rutledge, D., (co-principal investigator), Glazewski, K. D. (co-principal investigator), & Pedersen, S. (coprincipal investigator). (2008). Evaluation of the LANL Math Science Academies program. $25,000 over
1 year. Los Alamos National Laboratory Foundation.
Glazewski, K. D. (co-principal investigator) & Rutledge, D. (co-principal investigator). (2006). Evaluation
of the Emergency Management Interactive Training online program. $76,000 over 18 months.
Sponsored by the Army Research Institute in collaboration with the NMSU Creative Media Institute.
✝
Note: Former name is K. Simons.
OTTENBREIT-LEFTWICH VITA
1
Anne Todd Ottenbreit-Leftwich
Education
Ph.D.
Educational Technology, emphasis in Teacher Education
Department of Curriculum and Instruction
Purdue University, West Lafayette, Indiana
2007
Dissertation: Exemplary Technology-Using Teachers: Visions,
Strategies, and Developmental Processes
M.A.
Major: Educational Technology in Technology Coordination
Minor: Technology Applications
Department of Educational Studies
Western Michigan University, Kalamazoo, Michigan
2003
Thesis: Effects of Computer Troubleshooting on Elementary
Students' Problem Solving Skills
B.S.
Major: Elementary Education, Suma Cum Laude
Minors: Science, Math, Early Childhood Education, Integrated
Creative Arts
Western Michigan University, Kalamazoo, Michigan
Michigan State Teaching Certification (inactive):
Elementary Education (K-5), Science (6-8), Math (6-8), Early
Education Certification
Academic Appointments
Indiana University, Instructional Systems Technology Department
Assistant Professor
Spring 2007 to current
2002
OTTENBREIT-LEFTWICH VITA
2
Publications
Peer Reviewed Articles
Ottenbreit-Leftwich, A., Brush, T., Strycker, J., Gronseth, S., Roman, T., Abaci, S.,
van Leusen, P., Shin, S., & Easterling, W. (accepted). Preparation versus
practice: How do teacher education programs and practicing teachers align
in their use of technology to support teaching and learning? Computers and
Education.
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., Ottenbreit-Leftwich, A. (in
press). Preparing pre-service teachers to integrate technology in education:
A synthesis of qualitative evidence. Computers and Education.
Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Strycker, J., Abaci, S., Easterling,
W., Roman, T., Shin, S., & van Leusen, P. (2010). Equipping the next
generation of teachers: Technology preparation and practice. Journal of
Digital Learning in Teacher Education.
Ottenbreit-Leftwich, A.T., Glazewski, K., & Newby, T. (2010). Preservice
technology integration course revision: A conceptual guide. Journal of
Technology and Teacher Education, 18(1), 5-33.
Ottenbreit-Leftwich, A. T., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher
value beliefs associated with using technology: Addressing professional and
student needs. Computers & Education, 55(3), 1321-1335.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change:
How knowledge, beliefs, and culture intersect. Journal of Research on
Technology in Education, 42(3), 221-251.
Plucker, J. P., & Ottenbreit-Leftwich, A. T. (2010). Knowledge is where you make
it: A response to Ghassib. Gifted and Talented International, 25(1), 89-94..
Ertmer, P. A., Simons, K. D., Jones, D., Ottenbreit-Leftwich, A., Goktas, Y., Collins,
K., & Kocaman, A. (2009). Facilitating technology-enhanced PBL in the K-12
classroom: An examination of how and why teachers adapt. International
Journal of Learning Technology. 20(1), 35-54.
Richardson, J. C., Ertmer, P., Aagard, H., Ottenbreit, A. & Yang, D. (2007). Factors
influencing teachers' implementation of digital age literacy skills and
strategies. Teacher Education & Practice, 20(3), 239-262.
OTTENBREIT-LEFTWICH VITA
3
Ertmer, P. A., Ottenbreit-Leftwich, A. T., & York, C. S. (2006). Exemplary
Technology-using Teachers: Perceptions of Factors Influencing Success.
Journal of Computing in Teacher Education, 23(2), 55-61.
Ottenbreit-Leftwich, A. T., & Cullen, T. A. (2006). Preserving the Legacy of PT3
Tools, Strategies & Resources: Knowledge Capture Artifacts. TechTrends,
50(3), 46-52.
Books, Book Chapters, & Other Publications
Ottenbreit-Leftwich, A.T. (2012). The importance of using subject-specific
technology uses to teach TPACK: A case study. In D. Polly, C. Mims, & K.
Perschitte (Eds.), Creating Technology-Rich Teacher Education Programs:
Key Issues (pp. 152-169). Hershey, PA: IGI Global.
Ottenbreit-Leftwich, A.T., Millard, M., & vanLeusen, P. (2011). Instructional
technical and pedagogical design: Teaching future teachers educational
technology. In A. Olofsson & O. Lindberg (Ed.), Informed design of
educational technologies in higher education: Enhanced learning and
teaching (pp. 452-473). Hershey, PA: IGI Global.
Newby, T.J., Stepich, D. A., Lehman, J.D., Russell, J.D., & Ottenbreit-Leftwich,
A.T. (2010). Instructional technology for teaching and learning: Designing
instruction, integrating computers, and using media (5th ed). Englewood
Cliffs, NJ: Prentice-Hall.
Ottenbreit-Leftwich, A.T. (2009). Educational technology and teacher preparation
policy within the United States. Paper created for Indire: L’Agenzia
Nazionale per lo Sviluppo dell’Autonomia Scolastica, Florence, Italy
Funded Grants
PBL-Tech: Using Web 2.0 Resources to Support Problem-Based Curricular
Innovations in Pre-Service Teacher Education. (2010 – 2013). Proposal
funded by the Fund for the Improvement of Postsecondary Education
(FIPSE). Three year grant, approximately $750,000. Co-Project Director.
Evaluation of Indiana’s Enhancing Education Through Technology (EETT) Program.
(2010 – 2011). Proposal funded by the Indiana Department of Education.
One year contract, approximately $325,000. Co-Project Director.
OTTENBREIT-LEFTWICH VITA
4
Plucker, J. P., Brush, T. A., Ottenbreit-Leftwich, A. T. (2007). Leveraging
technology to keep America competitive. Awarded by the Department of
Education, Office of Educational Technology. Amount awarded:
Approximately $3.1 million. Co-Project Director.
Awards and Certifications
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School of Education Faculty Teaching Award, Indiana University, 2011
Nominated for School of Education Mentor Award, Indiana University, 2011
Service Learning Faculty Fellow, Indiana University, 2010-2011
Nominated for School of Education Teaching Award, Indiana University,
2010
ECT Young Research Award, 2008
AERA Public Communication for Early-Career Education ResearchersLearning the Ropes, 2008
Faculty Laptop Technology Program, Indiana University, 2008
Courses Taught
Indiana University
Graduate Courses
F500 - Technology for Teaching
R503 – Instructional Media (online)
R511 – Instructional Systems Technology Foundations (online)
R541 - Introduction to Production and Development II (online)
Research group seminar
Undergraduate Courses
W200 – Computers and Education (Supervise 400 students per semester)
W210 – Survey of Computers in Education
W220 – Computer Hardware in Education
W301 – Integrating Technology into Teaching
W310 – Integrating Technology Into K-12 Classrooms
F401 – Topical Exploration in Education
Sinem Aslan
1004 Sugar Maple Circle
Bloomington, IN 47403
Phone: (812) 391-6443
Email: [email protected]
EDUCATION
Doctor of Philosophy (Ph.D), 2008 – Present
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Major: Instructional Systems Technology (IST)
Minor: Educational Inquiry
Indiana University (IU), Bloomington, Indiana, United States
Projected Graduation Date: December, 2012
Master of Science in Education, 2008 – 2010
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Major: Instructional Systems Technology
Indiana University (IU), Bloomington, Indiana, United States
Bachelor of Science, 2003 – 2008
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Major: Computer Education and Instructional Technology
Middle East Technical University (METU), Ankara, Turkey
Bachelor of Science, 2005 – 2008
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Minor: Computer Engineering (Information Systems)
Middle East Technical University (METU), Ankara, Turkey
TEACHING EXPERIENCE
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Lead Associate Instructor (AI), W200 Using Computers in Education, Indiana University
Spring 2011, Fall 2011 & Spring 2012
Teaching Assistant (TA), R511: Instructional Technology Foundations I (Online), Fall
2010
Teaching Assistant (TA), R621: Needs Analysis and Assessment (Online), Fall 2010
Associate Instructor (AI), W200 Using Computers in Education, Indiana University
Fall 2009, Spring 2010, & Fall 2010
Student-Teacher Intern, Namik Kemal Primary School, 2007 - 2008
Student-Teacher Intern, Namik Kemal Primary School, Spring 2005
Sinem Aslan
2
PROFESSIONAL EXPERIENCE
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Communications Officer, Graduate Student Assembly, AECT, 2011
Graduate Student Council (GSC) Campus Liaison, AERA, 2011
AECT Early Career Symposium, AECT Conference, October 26-27, 2010
AECT Mentor Program, AECT Conference, October 28, 2010
Coordinator, W200 Undergraduate Lab Assistants (ULAs), 2009 - Present
Teaching Technology Lab (TTL) Manager, Fall 2008
Design and Development Team, Diffusion Simulation Game, 2008 - 2009
Project Coordinator, TUBITAK Science Camp Project, METU, 2007 – 2008
Instructional Designer, Turkish Radio and Television Foundation (TRT), 2006 – 2007
Student Manager Intern, Data Processing, City Hall Law Department, 2002 – 2003
SERVICE EXPERIENCE
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Proposal Reviewer, Division of Distance Learning, AECT Conference 2011
Proposal Reviewer, Teacher Education Division, AECT Conference 2011
IU Graduate Professional and Student Organization (GPSO) Awards Committee Member
Coordinator of Volunteer Services, IST Conference 2010
Proposal Reviewer, IST Conference 2010
Executive Committee Member, Turkish Student Association, 2009 – 2010
Registration Services Volunteer, IST Conference 2009
PUBLICATIONS
Aslan, S., Huh, Y., Lee, D., & Reigeluth, C. M. (2011). The Role of Personalized Integrated Educational
Systems in the Information-Age Paradigm of Education. Contemporary Educational Technology.
2(2), 95-117. Retrieved from http://cedtech.net/articles/221.pdf
Aslan, S. & Reigeluth, C. M. (2011). A Trip to the Past and Future of Educational Computing:
Understanding Its Evolution. Contemporary Educational Technology. 2(1), 1-17. Retrieved from
http://cedtech.net/current.asp?numara=21
Reigeluth, C. M., Aslan, S., Jordan, E., & Shao, Z. (2010, October). PIES – Personalized Integrated
Educational System. Paper published as part of the proceedings of the annual conference of
the Association for Educational Communications & Technology, Anaheim, CA. Retrieved from
http://www.aect.org/publications/proceedings/2010.asp?id=2
Aslan, S., Reigeluth, C. M. (2010, October). What are the factors that contribute to ineffective and
limited use of Learning Management Systems in the Schools? Paper published as part of the
proceedings of the annual conference of the Association for Educational Communications &
Technology, Anaheim, CA. Retrieved from
http://www.aect.org/publications/proceedings/2010.asp?id=2
Sinem Aslan
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Lara, M., Myers, R., Frick, T., Aslan, S., & Michaelidou, T. (2010). A design case: Creating an
enhanced version of the Diffusion Simulation Game. International Journal of Designs for
Learning. 1(1), 40-54. Retrieved from
http://scholarworks.iu.edu/journals/index.php/ijdl/article/view/867/984
Lara, M., Myers, R., Frick, T., Aslan, S., & Michaelidou, T. (2009). A Design Case: Creating an
Enhanced Version of the Diffusion Simulation Game. Paper published as part of the proceedings
of the annual conference of the Association for Educational Communications & Technology,
Louisville, KY. Retrieved from http://www.aect.org/publications/proceedings/2009.asp?id=1.
CONFERENCE PRESENTATIONS
Aslan, S. (2011, November). A Study of New Functions for Educational Technology in the InformationAge Paradigm of Education: Personalized Integrated Educational Systems. Paper will be
presented at the annual conference of the Association for Educational Communications &
Technology, Jacksonville, FL.
Aslan, S. (2011, November). Personalized Integrated Educational System (PIES): Why is PIES different
than other educational technology systems? Paper will be presented at the annual conference of
the Association for Educational Communications & Technology, Jacksonville, FL.
Reigeluth, C. M., Aslan, S., Jordan, E., & Shao, Z. (2010, October). PIES – Personalized Integrated
Educational System. Paper presented at the annual conference of the Association for
Educational Communications & Technology as a Presidential Session, Anaheim, CA.
Aslan, S., Huh, Y., Lee, D., & Reigeluth, C. M. (2010, October). The Role of Personalized Integrated
Educational Systems in the Information-Age Paradigm of Education. Paper presented at the
annual conference of the Association for Educational Communications & Technology,
Anaheim, CA.
Aslan, S., Reigeluth, C. M. (2010, October). What are the factors that contribute to ineffective and
limited use of Learning Management Systems in the Schools? Paper presented at the annual
conference of the Association for Educational Communications & Technology, Anaheim,
CA.
Aslan, S. & Reigeluth, C. M. (2010, February). A case study: The role of learning management systems in
the information-age paradigm of education. Paper presented at the annual IST Conference,
Bloomington, IN.
Reigeluth, C. M., Aslan, S., Jordan, E., & Shao, Z. (2010, February). PIES – Personalized Integrated
Educational System. Poster presented at the annual IST Conference, Bloomington, IN.
Lara, M., Myers, R., Frick, T., Aslan, S., & Michaelidou, T. (2009, October ). A design case:
Creating an enhanced version of the Diffusion Simulation Game. Paper presented at the annual
conference of the Association for Educational Communications & Technology, Louisville, KY.
Lara, M., Myers, R., Frick, T., Aslan, S., & Michaelidou, T. (2009, February). Design and
development of an enhanced version of the Diffusion Simulation Game. Paper presented at the
annual IST Conference, Bloomington, IN.
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Aslan, S. (2009, February). The Role of Learning Management Systems in the information-age
paradigm of education. Paper presented at the Research on Learning Management Systems
Syposium at the annual IST Conference, Bloomington, IN.
COMPUTER SKILLS
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Microsoft Office Applications (Word, Excel, Power Point, Access, Visio)
Operating Systems (Windows, MAC OS X, Unix)
Programming Languages I (HTML, C++)
Adobe Applications (Dreamweaver, Flash, Photoshop, Authorware,
Flex, Front Page, Connect)
Video Editing Applications (Ulead Media Studio, iMovie, Movie Maker)
Software Engineering (UML)
Statistical Analysis Packages (SPSS, SAS)
Web 2.0 & 3.0 Technologies
LEVEL
Advanced
Advanced
Intermediate
Intermediate
Intermediate
Intermediate
Intermediate
Advanced
AWARDS, HONORS, GRANTS
Graduate and Professional Student Organization (GPSO) Travel Award, Indiana
University, 2011
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Awarded by Graduate and Professional Student Organization (GPSO), Indiana University
Amount: $500
Office of International Services Fee Remission Grant, Indiana University, 2011
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Awarded by Office of International Services Indiana University
Amount: $400
Early Career Symposium Grant Sponsored by National Science Foundation (NSF), 2010
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Awarded by AECT’s Research and Theory Division, AECT Conference, Anaheim, California,
2010
Amount: $1500
Profitt Fellowship, Spring 2009
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Awarded by Indiana University, Bloomington, IN, United States
Amount: $15000
Profitt Fellowship, Fall 2008
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Awarded by Indiana University, Bloomington, IN, United States
Amount: $15000
Opportunity Grants Award, 2008
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Awarded by Education USA, Ankara, Turkey
Amount: $2500
High Honor Rolls, Semesters 1-8, 2005-2008
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Awarded by METU, Ankara, Turkey
Curricula Vitae
Bryan Robert Hoey
[email protected]
Education
2011 – Present
Indiana University, Bloomington Campus
Instructional Systems Technology
Doctoral Student
2010 – 2011
State University of New York, College at Potsdam
MSEd., Educational Technology
Advisor: Dr. Edward Schneider
State University of New York, College at Potsdam
MST., Secondary Social Studies Education
Advisor: Dr. Robert Vadas
State University of New York, College at Potsdam
BA, History
Advisor: Dr. Sheila McIntyre
2008 – 2009
2002 – 2008
Honors and Awards
2002 – Adirondack Navigator Scholarship
2011 – Outstanding Education Graduate Student Award
Presentations
Hoey, B., and Betrus, A.K. (2011). The Creation of a Local Educational Technology/Performance
Technology Digital Library. Project presented at Association for Educational Communication and
Technology (AECT) Conference, Jacksonville, FL.
Research Experience
2010
State University of New York, College at Potsdam
Computer Science, Organizational Leadership, and Technology (CSOLT) Dept.
Study: Factors affecting Engagement in Video Games
Role: Graduate Student Researcher
Lead Researcher: Dr. Anthony Betrus
Teaching Experience
2011 – 2012
Indiana University, Bloomington
Instructional Systems Technology Department
Role: Associate Instructor
Course: W200 – Technology Integration for Teachers
Responsibilities: Taught 3 hour class per section each week on technology
integration for pre-service teachers. Taught a total of 3 sections.
2009 – 2011
Potsdam Central School District
Potsdam, NY
Role: Substitute Teacher for K-12 classrooms
2009 - 2010
Potsdam Central School District
Potsdam, NY
Role: Teacher’s Aide in a Kindergarten classroom
Responsibilities: Assisted student with special needs in an integrated classroom,
kept student on-task during activities, implemented behavioral plan as created by
the IEP committee.
2009
J.W. Leary Junior High School
Massena Central School District, Massena, NY
Role: Student Teacher
Responsibilities: Taught 7th grade students U.S. history, created assessment and
assisted in the development of interdisciplinary curriculum.
2009
Salmon River Central School District High School
Fort Covington, NY
Role: Student Teacher
Responsibilities: Taught 11th grade US History to US and Canadian born students.
Professional Organization Memberships
2010 – Present
Association for Educational Communication and Technology
2008 - 2010
National Council of Social Studies (NCSS)
AARON ZACHMEIER
3341 E. Covenanter Dr., Apt. 1, Bloomington, IN 47401
Email: [email protected]
Mobile: 831-334-3848
EDUCATION
 Indiana University, Ph.D., Instructional Systems Technology, in progress.
 San Diego State University, M.A., Educational Technology, 2008.
 University of California at Santa Cruz, B.A., Linguistics, 1995.
EMPLOYMENT
Independent editorial and instructional consultant, 2005–present
 Provide editorial, graphic design, audio recording, and web development services, and
technology consultation and instruction.
 Key projects: Design and development of virtual language laboratory for California high
school; development of instructional aids for national chain of after-school tutoring centers;
voice acting and audio production for smartphone language-learning game; development of
teacher’s manuals for English-language teaching textbooks.
Faculty instructional technologist
Empire State College, State University of New York, New York, N.Y., 2010–2011
 Provided instructional technology consultation, training, and support to faculty and staff.
 Designed and developed workshops, instructional videos, webinars, and job aids.
 Participated in the development, maintenance, documentation, and promotion of technology
systems.
Technology coach
College of Education, San Diego State University, San Diego, Calif., 2007–2008
 Provided technology instruction and support to faculty and staff.
 Maintained hardware and software.
 Implemented email and Internet security protocols and ADA web standards.
Project manager
Allison Rossett & Associates, San Diego, Calif., 2007–2008
 Managed web-based course on instructional design and blended learning.
 Created and maintained course website and materials.
 Delivered synchronous online lessons.
Project editor/designer
Lateral Communications, San Francisco, Calif., 2005–2006
 Managed revision of English-language teaching series for Pearson Longman ELT.
 Designed artwork and layout, developed exercises and scripts, and directed voice actors.
Assistant editor/designer
Richmond Publishing, Mexico City, Mexico, 2003–2005
 Wrote articles and exercises, and designed artwork and layout for textbooks and teacher’s
guides.
 Edited English-language teaching materials.
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Reporter/news editor
The Natchez Democrat, Natchez, Miss., 2002–2003
 Covered all and sundry in Concordia Parish, La., and Adams County, Miss.
 Composed, proofread, and selected newswire copy for news and feature pages.
 Developed and maintained relationships with community leaders.
 Won the Mississippi Press Association’s “Best General News Story” award.
Reporter
Slidell Sentry-News, Slidell, La., 2001–2002
 Covered education, city government, courts, and crime in St. Tammany Parish, La.
 Introduced revenue-generating obituaries for deceased pets.
Proofreader
Grey Interactive, New York, N.Y., 2000–2001
 Proofread web and print advertisements.
 Created and enforced agency style manual.
Editor
Macroeconomic Policy Institute, Santa Cruz, Calif., 1997–2000
 Edited, proofread, and prepared camera-ready manuscript (Klein, L., & Pomer, M. (2002).
The new Russia: Transition gone awry. Stanford, Calif.: Stanford University Press).
Senior Instructor
Urals State Technical University, Yekaterinburg, Russia, 1995
 Taught English as a foreign language to undergraduate engineering majors.
 Designed and developed language-learning materials.
INTERNSHIPS AND GRADUATE ASSISTANTSHIPS
Associate instructor
School of Education, Indiana University, Bloomington, Ind., 2011 to present
 Teach classroom technology strategies to undergraduate pre-service teachers.
Performance support designer
San Diego State University Research Foundation/International Society for Performance
Improvement, San Diego, Calif., 2008–2009
 Gathered data for and designed prototype of electronic performance support system for
instructional designers and performance technologists.
 Co-authored analysis of findings for peer-reviewed journal.
Instructional designer
Satyam Technology Services, Hyderabad, India, 2008
 Developed job aids and procedures for blended course delivery.
 Designed certification process for course coordinators.
 Mapped course offerings to executive competency framework.
Instructional designer
Fair Isaac Corporation, San Diego, Calif., 2008
 Devised framework for implementing blended instruction.
 Designed and developed online instructional materials.
PUBLICATIONS
 Zachmeier, A., & Wunsch, J. (2011). Podcasting American history. In T. Bastiaens & M.
Ebner (Eds.), ED-MEDIA 2011: World Conference on Educational Multimedia, Hypermedia
& Telecommunications. (pp. 2332-2338).
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Zachmeier, A. (2011). When everything goes wrong but still goes right. AAEEBL Learner,
2(1), 2-3. Retrieved from http://www.aaeebl.org/Resources/Documents/2011_02.pdf.
Nguyen, F., & Zachmeier, A. (in press). Defining a performance support system for
evidence-based practices. Performance Improvement Quarterly.
Zachmeier, A. (2008). Proofreading with invisible ink. PerformanceXpress. Retrieved from
http://performancexpress.org/0802/.
Zachmeier, A. (2007). Time-compressed speech. In B. Hoffman (Ed.), San Diego State
Encyclopedia of Educational Technology. Retrieved from http://www.etc.edu.cn/eet/.
PRESENTATIONS
 Zachmeier, A., & Wunsch, J. (2011, July). Podcasting American history. ED-MEDIA 2011:
World Conference on Educational Multimedia, Hypermedia & Telecommunications, Lisbon,
Portugal.
 Zachmeier, A., & Leaker, C. (2011, March). When everything goes wrong but still goes right:
Surviving SNAFU thru active ePortfolio-ing. The Association for Authentic, Experiential and
Evidence-Based Learning (AAEBL) Northeast Regional Conference, Providence, R.I..
 Zachmeier, A., & Wunsch, J. (2010, October). Podcasting American history. SUNY Empire
State College All Area of Study meeting, Saratoga Springs, N.Y.
 Leaker, C., Evans, M., & Zachmeier, A. (2010, July). What we ask them to do is who we ask
them to be: Fostering student agency and authority through ePortfolios. AAEEBL Annual
World Conference, Boston, Mass.
 Zachmeier, A. (2008, November). Dealing with generation gaps in elearning. The eLearning
Guild’s DevLearn 08, San José, Calif.
AWARDS
 Louisiana-Mississippi Associated Press Managing Editors, 2002: 1st place, Continuing
Coverage, “Tort reform” (staff), 3rd place, Interpretive Story or Series, “Fields of change.”
 Mississippi Press Association Better Newspaper Contest, 2002: 1st place, Best General
News Story, “Havard found guilty”; 2nd place, Best In-Depth/Investigative Coverage, “Tort
reform” (staff); 2nd place, Best Planned Series of Stories, “September 11” (staff); 1st place,
Best Design (staff).
TECHNOLOGY SKILLS
 Adobe Connect, Elluminate, Adobe Captivate, Articulate E-Learning Studio.
 Blackboard, ANGEL, Moodle, Sakai.
 Adobe Creative Suite, QuarkXPress.
 Pro Tools, Logic, Audacity.
 Web 2.0 applications.
 Windows and Macintosh platforms.
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