Abstracts
Teacher Self-Reported Perceptions of New Literacies Practices in the Elementary Classroom
Dr. Philomena Marinaccio
Florida Atlantic University
Many practitioners and stakeholders in our field continue to think of literacy as primarily being composed of the learning of reading, writing, listening, speaking and viewing even though the concept of literacy had expanded to include critical thinking and new literacies. Kist (2003, 2005, 2007a) has proposed that some characteristics of new literacies classrooms include using multiple forms of representation, individual and collaborative activities, students who think critically in a multimodal environment, and student engagement. In addition, students use technology available on demand in a hypertext environment that includes pronunciations, definitions, and explanations of keywords and terms, audio versions of the text, video recordings, video files, photographs, graphics, interactive exercises, and student-centered projects. Classroom activities that reflect these characteristics include new literacies activities or skills such as critical thinking skills, collaboration skills, communication skills, global connection skills, local connection skills, and technology skills (Ravitz, Hixson, English & Mergendoller, 2010). Research question: What are the self-reported perceptions of public school teachers regarding the use of new literacies in elementary classrooms? Researchers recruited participants and collected quantitative and qualitative data upon approval from the 6th largest school district in the country. The online survey asked educators for information about their teaching practices. It took approximately 30 minutes to complete. The questions in the survey asked the teacher participants to think about his/her own classroom as they answered the questions. Qualitative strategies included an analysis of recorded transcripts from individual teacher interviews. To discover themes from the narratives, the data from transcriptions of teacher interviews were reviewed. Major Findings: Ø Quantitative: – Of these highly skilled & experienced teachers 25% did not recognize overall NL knowledge processes and only partially agree with the intersection between ICT and teaching & learning in their own classrooms. Ø Qualitative: – Found evidences of 21st Century Skills embedded in curriculum. However, teacher did not recognize new literacies practices, terminology, skills, and strategies. Discussion: – Sample (county demographics) has implications for struggling and marginalized students. – Results indicate teacher training to stimulate teachers’ thinking about how they might use new literacies in their own classrooms.
Technology in & for the Classroom “Welcome to the Future-LIVE”
John Bell
Florida Public Schools
How to think outside the box in using technology in & for the classroom. A short powerpoint presentation followed by step-by-step LIVE video feed to YouTube. A real hands-on demonstration that yields maximum results for educators.
Problem statements in educational dissertations: Some observations from Florida
Dr. Roberta Weber & Ethan Allen
Florida Atlantic University
Graduate students embarking on dissertation research projects in education are passionate about their selected topics. As they design their research plans, the problem statement is to be developed in a way that it gives direction to the full project. It’s been observed, however, that many problem statements can be vague, with the problems being obscured, or stated implicitly. This study examined twenty-five randomly selected Statements of the Problem sections from Florida Atlantic University’s College of Education dissertations, 2013-2017. Through an interrater consensus method, it was discovered that most problem statements failed to state problems explicitly and clearly, that problems were not contextualized in terms of discrepant or conflicting variables, or that the topics under study were justified as important or beneficial to society. The implication is that greater application of critical thinking skills and increased editing of dissertation content will bring about an improvement of dissertation quality while sharpening student thinking and scholarship abilities.
Teachers’ Instructional Use of One-to-One Computing in Two University Schools
Jillian R. Powers & Ann T. Musgrove
Florida Atlantic University
This presentation will share findings from a study that investigated the instructional usage of one-to-one (1:1) computing by teachers in two university schools in Florida, United States. The researchers set out to examine how the teachers integrated 1:1 computing into instructional practices and for what reasons they chose to use 1:1 as an instructional tool. Fourteen kindergarten through ninth grade teachers participated in a survey and six participated in interviews. The researchers will present descriptive statistics from the teacher survey as well as findings from the qualitative analysis of survey and interview data.
Teachers’ Identity with Regard to Computing in Irish Schools: Development through a Community of Practice Spanning All Levels of the School System
Elizabeth Oldham, Richard Millwood, Adrienne Webb, John Hegarty, and Mags Amond
Trinity College Dublin
The context for this paper is the introduction (or re-introduction) of aspects of computing across primary and second-level schools in Ireland. Separate initiatives are taking place at primary, second-level junior cycle and second-level senior cycle, each initiative being supported by professional development just for the teachers involved in the first rounds of implementation. Complementing and extending this is a Google-funded project run by the Computers in Education Society of Ireland (CESI), a voluntary teacher professional network concerned with all aspects of digital technology in education. The project “CESI•CS” (CESI Computer Science) is intended to build up a Community of Practice (CoP) supporting teachers at all levels who are interested in computing. The main aims of this paper are to reflect on the model being used by CESI•CS, as described below, and to investigate its effect in developing teachers’ identity with regard to computing. After an initial symposium, regional face-to-face meetings were held all round Ireland – a series of three in each of seven Education Centres. The theoretical frameworks underpinning their design were Salmon’s five-stage model of facilitation and the use of “CS unplugged” and “maker” activities to address TPACK. A national workshop during the summer will bring participants together to share their work and their ideas for maintaining the CoP. For evaluation, the present focus is on the first two levels of Kirkpatrick’s four-level analysis: ‘Reaction’ (participants’ reactions to the combined effect of the regional meetings and the national workshop) and ‘Learning’ (especially with regard to participants’ developing identity with regard to computing, rather than their competence). Data are being generated by means of questionnaires, focus groups and participant observation. Findings should highlight strengths and weaknesses of the CESI•CS model and explore teachers’ perceptions of their identity in relation to computing in Irish schools.
All for One: Developing a Successful Organic Collaborative Doctoral Cohort
Dr. Katie Wolfe, Dr. Karen Walter & Christina Seamster
Florida Atlantic University
This presentation will explore our recently accepted journal article on the creation of an organic doctoral cohort. Cohorts create a collaborative environment which allow the members partaking an academic, professional, and social support system. In our article, we studied the narratives of four post-doctoral students’ experiences within the unique space. Using a collaborative autoethnographic methodological approach, and by framing the study within the ideas of Knowles, Vygotsky, and Tinto, we analyzed this unique, focused, and relational student-led learning environment. For our presentation, three of the participant-researchers will share their individual experiences within this organic collaborative cohort and then we will reflect on the common themes that emerged from all of the narratives. The authors conclude that modern-day cohorts must have a two-fold focus: meeting the needs of its adult students and acknowledging the vitality of timing in the creation of each cohort.
Perceptions of Language, Culture, and Instruction in the Classroom: An Exploratory Study of Mainstream Educators of Migrant Learners in Malta
Dr. Eileen Ariza, Dr. Rina Bousalis, Dr. Susanne Lapp
Florida Atlantic University
Malta is a small, tightly knit, primarily Catholic, touristic island, 366 Km from Sicily. Maltese teachers are at least bilingual Maltese/English from childhood. Because they have always known two languages, they are usually unaware of the stages of language acquisition. The island is burgeoning with migrants who often have limited/interrupted formal education, limited or no native language literacy, and are limited or non-English speaking. Malta was often considered as stopping point before going on to the final destination country. However, without proper papers, it is impossible to travel to the next country or repatriate. Mainstream teachers must provide academic instruction in two languages for students with limited educational and literacy background, and preparation for standardized English and Maltese exams. This study seeks to gain information from mainstream Maltese teachers of migrant students in Malta, and later, interview parents, through interpreters, to ascertain their challenges, beliefs, and hopes for their children. First, with permission from the FAU IRB process and the Directorate for Education, we ask the educators to examine their own cultural self-identities, their own language acquisition and usage in society and the classroom, as well as that of their migrant students. Additionally, we ask educators about their current and perceived instructional situations and needs to gain information and make recommendations that will be shared with educational administrations and the department of education. With evidence of teachers’ perceived needs about what would help them to provide more effective instruction, we can determine and offer strategies for best practices for educating migrant students in Malta, and increase parental involvement.
Interviews with Displaced Parents of Schoolchildren in Tartous, Syria
Dr. Eileen Ariza, Ammar Saleh
Florida Atlantic University, University of Glasgow
Syria is a country in a civil war. Constant reporting is done about missile attacks, bombings, and chemical warfare on the citizens of the country in major cities such as Aleppo and Damascus. Syrians under siege are forced to find refuge by leaving the country altogether, by any way possible. However, many Syrians remain in the country and flee to relatively calm cities such as Tartous where they live in displacement centers. This qualitative study reflects interviews with 18 displaced Syrian families with regard to the effects of this displacement on the schooling of their children, compared to their previous schooling in cities and villages they fled. We share themes of our findings and discuss implications of our findings.
Teacher Self-Reported Perceptions of New Literacies Practices in the Elementary Classroom
Dr. Philomena Marinaccio
Florida Atlantic University
Many practitioners and stakeholders in our field continue to think of literacy as primarily being composed of the learning of reading, writing, listening, speaking and viewing even though the concept of literacy had expanded to include critical thinking and new literacies. Kist (2003, 2005, 2007a) has proposed that some characteristics of new literacies classrooms include using multiple forms of representation, individual and collaborative activities, students who think critically in a multimodal environment, and student engagement. In addition, students use technology available on demand in a hypertext environment that includes pronunciations, definitions, and explanations of keywords and terms, audio versions of the text, video recordings, video files, photographs, graphics, interactive exercises, and student-centered projects. Classroom activities that reflect these characteristics include new literacies activities or skills such as critical thinking skills, collaboration skills, communication skills, global connection skills, local connection skills, and technology skills (Ravitz, Hixson, English & Mergendoller, 2010). Research question: What are the self-reported perceptions of public school teachers regarding the use of new literacies in elementary classrooms? Researchers recruited participants and collected quantitative and qualitative data upon approval from the 6th largest school district in the country. The online survey asked educators for information about their teaching practices. It took approximately 30 minutes to complete. The questions in the survey asked the teacher participants to think about his/her own classroom as they answered the questions. Qualitative strategies included an analysis of recorded transcripts from individual teacher interviews. To discover themes from the narratives, the data from transcriptions of teacher interviews were reviewed. Major Findings: Ø Quantitative: – Of these highly skilled & experienced teachers 25% did not recognize overall NL knowledge processes and only partially agree with the intersection between ICT and teaching & learning in their own classrooms. Ø Qualitative: – Found evidences of 21st Century Skills embedded in curriculum. However, teacher did not recognize new literacies practices, terminology, skills, and strategies. Discussion: – Sample (county demographics) has implications for struggling and marginalized students. – Results indicate teacher training to stimulate teachers’ thinking about how they might use new literacies in their own classrooms.
Technology in & for the Classroom “Welcome to the Future-LIVE”
John Bell
Florida Public Schools
How to think outside the box in using technology in & for the classroom. A short powerpoint presentation followed by step-by-step LIVE video feed to YouTube. A real hands-on demonstration that yields maximum results for educators.
Problem statements in educational dissertations: Some observations from Florida
Dr. Roberta Weber & Ethan Allen
Florida Atlantic University
Graduate students embarking on dissertation research projects in education are passionate about their selected topics. As they design their research plans, the problem statement is to be developed in a way that it gives direction to the full project. It’s been observed, however, that many problem statements can be vague, with the problems being obscured, or stated implicitly. This study examined twenty-five randomly selected Statements of the Problem sections from Florida Atlantic University’s College of Education dissertations, 2013-2017. Through an interrater consensus method, it was discovered that most problem statements failed to state problems explicitly and clearly, that problems were not contextualized in terms of discrepant or conflicting variables, or that the topics under study were justified as important or beneficial to society. The implication is that greater application of critical thinking skills and increased editing of dissertation content will bring about an improvement of dissertation quality while sharpening student thinking and scholarship abilities.
Teachers’ Instructional Use of One-to-One Computing in Two University Schools
Jillian R. Powers & Ann T. Musgrove
Florida Atlantic University
This presentation will share findings from a study that investigated the instructional usage of one-to-one (1:1) computing by teachers in two university schools in Florida, United States. The researchers set out to examine how the teachers integrated 1:1 computing into instructional practices and for what reasons they chose to use 1:1 as an instructional tool. Fourteen kindergarten through ninth grade teachers participated in a survey and six participated in interviews. The researchers will present descriptive statistics from the teacher survey as well as findings from the qualitative analysis of survey and interview data.
Teachers’ Identity with Regard to Computing in Irish Schools: Development through a Community of Practice Spanning All Levels of the School System
Elizabeth Oldham, Richard Millwood, Adrienne Webb, John Hegarty, and Mags Amond
Trinity College Dublin
The context for this paper is the introduction (or re-introduction) of aspects of computing across primary and second-level schools in Ireland. Separate initiatives are taking place at primary, second-level junior cycle and second-level senior cycle, each initiative being supported by professional development just for the teachers involved in the first rounds of implementation. Complementing and extending this is a Google-funded project run by the Computers in Education Society of Ireland (CESI), a voluntary teacher professional network concerned with all aspects of digital technology in education. The project “CESI•CS” (CESI Computer Science) is intended to build up a Community of Practice (CoP) supporting teachers at all levels who are interested in computing. The main aims of this paper are to reflect on the model being used by CESI•CS, as described below, and to investigate its effect in developing teachers’ identity with regard to computing. After an initial symposium, regional face-to-face meetings were held all round Ireland – a series of three in each of seven Education Centres. The theoretical frameworks underpinning their design were Salmon’s five-stage model of facilitation and the use of “CS unplugged” and “maker” activities to address TPACK. A national workshop during the summer will bring participants together to share their work and their ideas for maintaining the CoP. For evaluation, the present focus is on the first two levels of Kirkpatrick’s four-level analysis: ‘Reaction’ (participants’ reactions to the combined effect of the regional meetings and the national workshop) and ‘Learning’ (especially with regard to participants’ developing identity with regard to computing, rather than their competence). Data are being generated by means of questionnaires, focus groups and participant observation. Findings should highlight strengths and weaknesses of the CESI•CS model and explore teachers’ perceptions of their identity in relation to computing in Irish schools.
All for One: Developing a Successful Organic Collaborative Doctoral Cohort
Dr. Katie Wolfe, Dr. Karen Walter & Christina Seamster
Florida Atlantic University
This presentation will explore our recently accepted journal article on the creation of an organic doctoral cohort. Cohorts create a collaborative environment which allow the members partaking an academic, professional, and social support system. In our article, we studied the narratives of four post-doctoral students’ experiences within the unique space. Using a collaborative autoethnographic methodological approach, and by framing the study within the ideas of Knowles, Vygotsky, and Tinto, we analyzed this unique, focused, and relational student-led learning environment. For our presentation, three of the participant-researchers will share their individual experiences within this organic collaborative cohort and then we will reflect on the common themes that emerged from all of the narratives. The authors conclude that modern-day cohorts must have a two-fold focus: meeting the needs of its adult students and acknowledging the vitality of timing in the creation of each cohort.
Perceptions of Language, Culture, and Instruction in the Classroom: An Exploratory Study of Mainstream Educators of Migrant Learners in Malta
Dr. Eileen Ariza, Dr. Rina Bousalis, Dr. Susanne Lapp
Florida Atlantic University
Malta is a small, tightly knit, primarily Catholic, touristic island, 366 Km from Sicily. Maltese teachers are at least bilingual Maltese/English from childhood. Because they have always known two languages, they are usually unaware of the stages of language acquisition. The island is burgeoning with migrants who often have limited/interrupted formal education, limited or no native language literacy, and are limited or non-English speaking. Malta was often considered as stopping point before going on to the final destination country. However, without proper papers, it is impossible to travel to the next country or repatriate. Mainstream teachers must provide academic instruction in two languages for students with limited educational and literacy background, and preparation for standardized English and Maltese exams. This study seeks to gain information from mainstream Maltese teachers of migrant students in Malta, and later, interview parents, through interpreters, to ascertain their challenges, beliefs, and hopes for their children. First, with permission from the FAU IRB process and the Directorate for Education, we ask the educators to examine their own cultural self-identities, their own language acquisition and usage in society and the classroom, as well as that of their migrant students. Additionally, we ask educators about their current and perceived instructional situations and needs to gain information and make recommendations that will be shared with educational administrations and the department of education. With evidence of teachers’ perceived needs about what would help them to provide more effective instruction, we can determine and offer strategies for best practices for educating migrant students in Malta, and increase parental involvement.
Interviews with Displaced Parents of Schoolchildren in Tartous, Syria
Dr. Eileen Ariza, Ammar Saleh
Florida Atlantic University, University of Glasgow
Syria is a country in a civil war. Constant reporting is done about missile attacks, bombings, and chemical warfare on the citizens of the country in major cities such as Aleppo and Damascus. Syrians under siege are forced to find refuge by leaving the country altogether, by any way possible. However, many Syrians remain in the country and flee to relatively calm cities such as Tartous where they live in displacement centers. This qualitative study reflects interviews with 18 displaced Syrian families with regard to the effects of this displacement on the schooling of their children, compared to their previous schooling in cities and villages they fled. We share themes of our findings and discuss implications of our findings.