Tag Archives: Book Chapter

Publication on Communities and Engagement in K-12 Virtual Learning

Hawk, N., He, J., & Xie, K. (2022). A Comprehensive Framework of Engagement in K-12 Virtual Learning: Examining Communities of Support. In Zimmerman, A. (eds.), Research, Practice, and Innovations in Teacher Education During a Virtual Age, IGI Global. DOI: 10.4018/978-1-6684-5316-2.ch014

The members of a virtual learning community, including both personal-based and school-based, are often critical to students’ overall academic success. However, the extent of these relationships differs quite widely in a virtual learning environment as compared to a traditional, face-to-face environment. While there is evidence of the importance of these relationships on academic achievement, less synthesized are how these members act together to impact student engagement, a critical function of online learning success. In this chapter, the authors describe a comprehensive framework, guided by prior research, and how students’ support system, both in school and at home, help impact four primary dimensions of student engagement, including behavioral, cognitive, social, and affective. Finally, the chapter provides some recommendations for educator preparation programs. (more…)

Book Chapter on Emergency Remote Teaching of Chinese Language

Wu CH., & Huang L. (2022) Instructors’ Social, Cognitive, and Teaching Presences in Emergency Remote Teaching of Chinese Language in the United States: A Qualitative Study. In: Liu S. (eds) Teaching the Chinese Language Remotely. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-87055-3_13

Guided by Community of Inquiry (Garrison and Vaughan, Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass Publishers, 2008), this study investigated faculty’s cognitive, social, and teaching presences in teaching Chinese as a foreign language classroom during emergency remote teaching (ERT) necessitated by the COVID-19 pandemic during the spring semester of 2020. The study collected data from five videoconferencing interviews with five faculty participants. The five participants, purposefully sampled, taught Chinese language classes across varying proficiency levels from five different four-year college institutions in the United States. The study analyzed the engagement strategies the participants employed in organizing their social, cognitive, and teaching presences. It further suggests pedagogical implications and future research for language instructors, teacher education programs, and university administrators to consider.

COVID-19 pandemic, Emergency remote teaching (ERT), Engagement strategies, Community of Inquiry, Technological pedagogical content knowledge, Chinese language teaching

Book Chapter on Teacher Motivation in Online Professional Development

Hawk, N., Bowman, M., & Xie, K. (2021). Theory-based intervention framework to improve mathematics teachers’ motivation to engage in online professional development. In Hollebrands K., Anderson R., Oliver K. (eds) Online Learning in Mathematics Education. Research in Mathematics Education. Springer, Cham. DOI: 10.1007/978-3-030-80230-1_11

Professional development for teachers is an important professional endeavor and is increasingly conducted online. One concern, however, is the extent of teachers’ motivation to engage. Among motivational theories, the Expectancy-Value Theory is one empirically tested framework which appropriately encompasses these values. Teacher-perceived task values, or the reasons to engage in a task, along with teachers’ expectancy for success, may help explain why teachers engage in online professional development. In this chapter, we synthesize the available research literature guided by this integrated motivational framework of Expectancy-Value Theory, and we propose five design principles to guide future online professional development in ways that may improve teachers’ motivation to engage. We discuss implications for researchers and designers of mathematics professional development.

Keywords: Motivation; Task values; Expectancy-Value Theory; Online professional development; Teacher beliefs; Design principles; Utility value; Intrinsic value; Attainment value; Cost

Book Chapter on P-16 Partnerships for Learning with Mobile Technologies

Gimbert B., Acree L., Xie K., Anthony A.B. (2019) P-16 Partnerships for Learning with Mobile Technologies: Design, Implement and Evaluate. In: Zhang Y., Cristol D. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg https://doi.org/10.1007/978-3-642-41981-2_128-1

Advancements in mobile technologies hold promise for supporting teaching and learning in educational settings. Across the globe, primary and secondary schools join with higher education institutions to design and implement mobile learning experiences for P-12 students and seek external funding to support such initiatives. This chapter describes a framework for advancing and sustaining m-learning initiatives in a P-16 partnership using a collaborative evaluation approach. Three key premises fortify the Partnership, Evaluation, Design, and Implementation (PEDI) framework: (1) Partnership is the central driving force; (2) Stakeholders and external experts determine processes of collaborative evaluation; and (3) The relationship between the partnership, design, implementation, and evaluation needs to be both reciprocal and iterative. When evaluation moves beyond “a snapshot” of the initiative’s impact, stakeholders’ collective expertise and unique contributions are recognized. A partnership of higher education representatives, including faculty, researchers, instructional designers, and software developers, and school-based educators and personnel such as teachers, administrators, staff, and instructional technology coordinators should adopt collaboratively evaluation practices in order to promote the most effective use of m-learning solutions in P-12 schools.

Keywords: P-16 partnerships; Mobile learning design; Mobile learning implementation; Evaluation of mobile learning

Book Chapter on The Role of Technology in Classrooms

Xie, K., & Hawk, N. (2017). Technology’s role and place in student learning: What we have learned from research and theories. In J.G., Cibulka, & B.S. Cooper (eds.), Technology in School Classrooms: How It Can Transform Teaching and Student Learning Today (pp. 1-17), Rowman & Littlefield: Lanham, MD. ISBN-10: 1475831048

The use of technology in general, and computers more specifically, has increased in both our society and in our classrooms. Modern technologies have become more powerful, more accessible, more distributed, and more intelligent. For example, mobile device ownership in the US has steadily increased over the past ten years, with 90% of adults owning a mobile device and 60% owning a smartphone (Anderson, 2015). In addition, the participatory concept of Web 2.0 has reshaped the landscape of the Internet. The media and content on the web have grown substantially. Newer types of technology, such as location aware services, sensor technologies, open platform technologies, cloud computing technologies, artificial intelligence, argument reality, are changing human experiences. New experiences with the technology are created that involve users being integrated within their real context, that use services for everyday tasks, such as driving directions or targeted marketing, and opportunities exist for greater collaboration with peers and experts around the world. These new forms of experiencing the world increase the authenticity of informal, in-time learning, central to the non-classroom-based society today and critical to lifelong learning.