Recent Announcement

Publication on Teacher Competency in Digital Content Evaluation

Kim, M.K., Xie, K., & Cheng. S.L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324. doi:10.1016/j.tate.2017.05.006

The purpose of the current study is to investigate teachers’ digital content evaluation (DCE) competency as a combined set of teachers’ intellectual ability and affect-motivation in evaluating digital content. To this end, this study employed an exploratory sequential mixed-methods design to examine 102 in-service teachers’ experiences in a one-year DCE professional development program. Qualitative thematic analysis followed by quantitative K-means cluster analysis identified and validated four levels of teacher competency in DCE: familiarization, utilization, integration, and reorientation. In addition, this study also proposed design guidelines to scaffold DCE competency development tailored to the needs of teachers at various competency levels.

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Publication on Conflictual Presence and Identity

Xie, K., Lu, L., Cheng. S.L., & Izmirli, S. (2017). The interactions between facilitator identity, conflictual presence, and social presence in peer-moderated online collaborative learning. Distance Education, 38(2), 230-244. doi:10.1080/01587919.2017.1322458

Research has focused on the significance of social presence in online learning. However, peer interaction does not always result in positive emotions and feelings; it can trigger tension, distress, and anger within a learning community. Therefore, conflictual presence, as a carrier of negative valence within presence, is also a critical element when it becomes inimical to online discussions. Drawing upon the socially situated identity theory and using discourse analysis, this study presents an authentic case where conflictual presence, social presence, and identity negotiation were intertwined throughout the entire life of an online learning community. Findings reveal that students craft their discourses to fashion themselves as a certain kind of facilitator and participant. Implicit and explicit identity negotiation is ubiquitous in discursive interactions and can lead to tension and conflictual socio-relations at times.

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Publication on Teacher Professional Development

Xie, K., Kim, M.K., Cheng. S.L., & Luthy, N.C. (2017). Digital Content Evaluation as Technology Professional Development. Educational Technology Research and Development. doi:10.1007/s11423-017-9519-0

In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central Ohio. In addition to their participation in the PD program, they completed surveys, interviews, and self-reflections in this mixed-method study. The results revealed that teachers’ perceived TPACK increased over time throughout the PD program, suggesting that training teachers to evaluate digital contents can be an effective PD model to improve teachers’ capacity in learning technology integration. The PD program was especially effective for teachers with less prior experience in technology integration or related training. Mathematics teachers, in comparison to teachers from other disciplines, began with low TPACK; however, these initial differences gradually diminished over the course of the PD program. In terms of their motivation in digital content evaluation, teachers’ expectancy for success increased significantly while their task values remained medium high. The qualitative analyses provided additional insights and revealed design suggestions for success in future PDs.

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Presentations at AERA 2017 at San Antonio, TX


In the upcoming 2017 Annual Meeting for American Educational Research Association (AERA) at San Antonio, TX, our lab members will be involved in five presentations:

1. Grit in Makerspaces: The relationship among grit, academic emotions, and interest in a makerspace program
Thu, April 27, 12:00 to 1:30pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 2
Vanessa Vongkulluksn, The Ohio State University; Ananya Mukhopadhyay, Gale M. Sinatra, Julie A. Marsh, University of Southern California

2. Evaluating Technology Professional Development on Teachers’ Technological Pedagogical Content Knowledge (TPACK), Technology Beliefs, and Leadership
Fri, April 28, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 3
Nathan Andrew Hawk, Lin Lu, Min Kyu Kim, Kui Xie, The Ohio State University

3. Investigating Socially-Situated Identity in Peer-Moderated Online Collaborative Learning: A Discourse Analysis Study
Fri, April 28, 12:25 to 1:55pm, Grand Hyatt San Antonio, Fourth Floor, Republic B
Lin Lu, Serkan Izmirili, Sheng-Lun Cheng, Kui Xie, The Ohio State University

4. The Influence of Self-Efficacy, Role Construction, and Technology Knowledge on Parental Mediation of Adolescents’ Technology Use
Sun, April 30, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Street Level, Exhibit Hall 4
Vanessa Vongkulluksn, The Ohio State University

5. The Validation of a Systemic Evaluation Framework to Investigate the Multilayered Impacts of Technology Integration Projects
Mon, May 1, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 1
Min Kyu Kim, Georgia State University; Sheng-Lun Cheng, Kui Xie, The Ohio State University

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Panel Discussion: Big Data/Data Analytics in Education

Vanessa Vongkulluksn Non-Cognitive Competencies TalkThursday, January 12, 2017
1:00pm – 2:30pm
EHE College Commons (Ramseyer Hall 260)

What are we learning from Big Data/Data Analytics in Education?

Many education stakeholders are hopeful that Big Data/Data Analytics will make it possible to make historic improvements in student learning and retention, reduce or eliminate intransigent disparities, and provide mass-customization of the learning program. A massive amount of data is available on students – from online behaviors to social media activity. Are these data being used to improve learning? Is the promise of Big Data being realized? How are the ethical issues around data availability and use being addressed?

If you are a stakeholder in education – a student, teacher, parent, administrator, or community member – you have something to say about the use of Big Data in Education! Please join expert panelists Julie Carpenter-Hubin (Assistant Vice President of Institutional Research and Planning), Kui Xie (Ted and Lois Cyphert Distinguished Professor of Educational Technology),and Heather Boughton (Director of the Office of Data Quality at the Ohio Department of Education) as they discuss the use and potential misuse of big data and data analytics in education.

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