The document is a dissertation from 2000 that examines how teachers learn about and integrate technology into their English teaching practice. It explores the process of teacher learning when adopting new technologies and how that impacts classroom instruction. The dissertation studies multiple teachers to understand the relationship between teacher learning experiences with technology and how they subsequently apply technologies in their teaching.
Attachment columbia dissertation -relaxing improves iq and creativity test p...Dr. Ron Rubenzer
I am seeking to update research on The School PERFORMANCE benefits of Mindfulness Based Stress Reduction. I am establishing "bedrock" best practices, evidence based research that proves Social Emotional Learning (SEL) improves test performance. It's been my experience that, citing better Quality Of (student) Life, as an outcome of MBSR does not convince "test-obsessed" decision makers to even try MBSR. But if you mention a 10% increase in test scores for system that practice MBSR it is "attention getting." Anyone out there who has empirical proof that SEL can lead to better grades etc. I thank you in advance.
Attachment columbia dissertation -relaxing improves iq and creativity test p...Dr. Ron Rubenzer
I am seeking to update research on The School PERFORMANCE benefits of Mindfulness Based Stress Reduction. I am establishing "bedrock" best practices, evidence based research that proves Social Emotional Learning (SEL) improves test performance. It's been my experience that, citing better Quality Of (student) Life, as an outcome of MBSR does not convince "test-obsessed" decision makers to even try MBSR. But if you mention a 10% increase in test scores for system that practice MBSR it is "attention getting." Anyone out there who has empirical proof that SEL can lead to better grades etc. I thank you in advance.
Reproduced with permission of the copyright owner. Further re.docxWilheminaRossi174
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A Group Rule-Utilitarian Approach to Voter Turnout: Theory and Evidence
Coate, Stephen;Conlin, Michael
The American Economic Review; Dec 2004; 94, 5; ProQuest
pg. 1476
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Pivot Points for Technology Integration (Tech & Learning Live Austin Keynote)Joan E. Hughes, Ph.D.
Dr. Hughes kicks off a day of professional development workshops and discussions with a presentation on developing a “distributed vision” for K-12 technology initiatives.
She believes the technology vision is not a piece of paper filed away but a new way of living and working – impacting day-to-day and long-range thinking, actions, decisions, and processes. She will share research-based examples of how schools successfully navigate this cultural shift to get all stakeholders on board and provide tips and tools you can use to replicate these success stories in your schools and districts.
Situational ingenuity of teachers: The key to transformative, content-focused...Joan E. Hughes, Ph.D.
This presentation was shared at a colloquium sponsored by the University of Houston, Victoria on April 28, 2014 (Please read the slide notes for generally what I said in the presentation). I share my vision for the use of digital technologies in education. I refer to it as transformative, content-focused classroom technology integration. I illustrate this concept through 3 stories of practice: from teachers, a school and its district, and a college of education. Tom is a mathematics teachers who designs a lesson with ropes, video, ipads, and graphing calculators to help students learn to write an equation for a trig function. Hilly High School began a iPad learning innovation in which all students got ipads - I share how they developed their vision which included both a technology-focus and a learning-focus. Finally, I share data on preservice teachers' use of social technologies and discuss how COEs could design a set of experiences that would develop preservice teachers to be connected educators. These will show the possibilities but also many of the challenges involved in this work. In these stories, I hope that you’ll discover ways that you, as a teacher, a school leader, a teacher educator, a parent, can assist in this transformation. I end by describing "situational ingenuity" and how I see teachers as most interested in this challenging work in their classrooms and how I see it as the key to designing content-focused, technology-supported innovations in classrooms.
SITE 2014 Presentation: Preservice Teachers' Social networking use, concerns,...Joan E. Hughes, Ph.D.
This paper was presented at the Society for Information Technology and Teacher Education on March 18, 2014 by Sa Liu (representing the authors). It is authored by Joan Hughes, Yujung Ko, Mihyun Lim, and Sa Liu. If you would like a copy of the paper, please contact Dr. Joan Hughes
An audio-recording of the presentation will be available soon at http://techedges.org
Panel Presentation from "Lightning Talk Series - At The Helm: Women's Impact in EdTech" sponsored by EdTech Women (http://edtechwomen.com).
In this presentation, I share four stories of graduate students I mentored from the Learning Technologies program at the University of Texas at Austin who are putting the "ed" into "edtech" in their current work. I call for all of us to mentor others, especially those underrepresented in the edtech field, and to ensure that the "ed" is in "edtech" and to seek help if you are unsure. Ultimately, collectively we will continue to shape and change education.
Audio for this presentation is located at http://techedges.org/sxswedu-2014-presentation-and-audiorecording/
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
Course developed by Dr. Joan E. Hughes at The University of Texas at Austin
The purpose of this class is to introduce you to the theories, assumptions, and practices underlying the use of qualitative research in education. In the tradition of survey courses, this class examines the broad history, concepts, and themes that distinguish multiple methods of qualitative research, specifically as they relate to education research. Students will study, practice, and reflect on different qualitative research methodologies and consider the components and challenges faced when engaging in qualitative research methods. Each student will design and conduct his/her own qualitative study. Issues related to data collection, negotiating access to the field, ethics, and representation will be of particular importance. While it is not assumed that you will gain a comprehensive, rich understanding of any one particular qualitative research tradition over the trajectory of the course, it is expected that upon completion you will acquire the foundational knowledge and experience to begin evaluating, selecting, and defending appropriate qualitative methods for use in your own future research projects.
Goals:
1. Understand historical background and fundamental tenets of qualitative research.
2. Understand ethical issues within qualitative research.
3. Develop a researchable question.
4. Identify the limits and affordances of qualitative research designs.
5. Develop a beginning awareness of qualitative inquiry approaches, including ethnography, case studies, narrative, postmodern, critical, and basic interpretive.
6. Engage in qualitative research activities, including: field observations, interview, coding, analysis, and report writing.
Common Writing Issues for Undergraduates, Masters, and Ph.D. StudentsJoan E. Hughes, Ph.D.
Handout from my undergraduate course at UTexas which focuses on assisting students to develop research and writing skills. I appended some other writing tips that I also provide for Masters/Ph.D.students, with their descriptions in the APA 6.0 Manual.
RAT Question Guide: Using the Replacement, Amplification, and Transformation ...Joan E. Hughes, Ph.D.
This downloadable question guide can help districts, schools, or individuals identify the important dimensions of the teaching and learning process and THEN use those dimensions to explore how the use of technology impacts these dimensions. I use this guide in my consulting with schools and districts (and in my graduate-level teaching) to support the change process related to educational technology integration and transformation.
Please note this is Copyrighted. Please contact me for use.
For more information see the RAT Slides: http://www.slideshare.net/joanhughes/rats-lides
or
The RAT article: http://www.slideshare.net/joanhughes/hughes-scharber-site2006
or
A presentation that puts RAT in context with school change and professional learning: http://www.slideshare.net/joanhughes/transformative-technology-integration-in-classrooms
Ready, Aim, Fire: A presentation about technology integration and iPad integr...Joan E. Hughes, Ph.D.
In this presentation, I speak about the challenges of technology integration with a group of U.S. K-12 district superintendents and principals. I use my recent research on a high school's endeavor to integrate iPads into teaching and learning to situate my remarks about technology integration. Topics covered include: school change, vision/goals for technology integration, my RAT (replacement, amplification, transformation) model for assessing lessons that integrate technology, and using subject-specific problems of practice to drive technology-related professional learning for teachers.
This handout was shared with a group of superintendents, principals, and directors of teaching/learning after they visited the University of Texas Visualization Laboratory in the College of Education. We then led them in an introductory visualization activity with Gapminder.com and encouraged them to share these resources with their high school teachers who might want to integrate data analysis and visualization into their content area activities.
Session conducted on Thursday, October 3, 2013
This activity was used in a session with school district leaders (superintendents, principals, directors of teaching/learning) to expose them to beginner data visualization tools.
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
iTeach and iLearn with iPads in Secondary Language Arts (AERA 2013 Presentation)Joan E. Hughes, Ph.D.
Presented at: American Educational Research Association (AERA) Conference, April 2013, San Francisco, CA.
Authors: Gregory S. Russell and Joan E. Hughes, Ph.D.
Abstract: Tablet computers like the iPad seem to be well-suited for educational purposes, but little empirical research yet exists that examines its potential. This ethnography characterizes the ways in which two, veteran English Language Arts teachers and their students use ubiquitous iPads to facilitate teaching and learning in high-school. Results indicate that the iPad improves the efficiencies of learning activities but also introduces new classroom management issues. Many teaching and learning activities replicate or amplify previous approaches, and a few are transformed. This research can provide guidance for other schools that endeavor to create ubiquitous tablet computing environments. Future research should examine the longitudinal effects of similar interventions.
Technology Integration: The RAT – Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
A framework for action: Intervening to increase adoption of transformative we...Joan E. Hughes, Ph.D.
Abstract: Web 2.0 tools have emerged as conducive for innovative pedagogy and transformative learning opportunities for youth. Currently, Web 2.0 is often adopted into teachers’ practice to simply replace or amplify traditional instructional approaches rather than promote or facilitate transformative educational change. Current models of innovation adoption do not adequately address successful diffusion of transformative educational technology. A new interactional model, called a framework-for-action (FFA), repositions ‘success’ on qualitative criteria and necessitates timely intervention by change agents at ‘points of factor interaction’ in the change process. These interventions engage potential adopters (i.e., teachers) in meaningful learning opportunities that reposition individuals or groups to make decisions leading to adoption of technologies that support transformative learning and teaching with web 2.0 tools.
Final published article can be found at:
Hughes, J. E., Guion, J.*, Bruce, K.*, Horton, L.*, & Prescott, A.* (2011.) A framework for action: Intervening to increase adoption of transformative web 2.0 learning resources. Educational Technology, 51(2), 53-61.
This compilation paper was presented at the American Educational Research Association annual meeting in April 2011 at an invited session of the TACTL (Technology as an Agent of Change for Teaching and Learning) Special Interest Group.
Paper presented at the American Educational Research Association Conference, April 2011
Authors: Michelle Fulks Read, Sara Jolly Jones, Joan E. Hughes, & Gloria Gonzales-Dholakia
Degree of Digital Equity in Schools by Race and Socio-Economic CharacteristicsJoan E. Hughes, Ph.D.
This handout summarizes a research presentation from the American Educational Research Association Conference in April, 2011. This research examined and compares digital equity at two different middle schools. Focus is placed
upon minority student in- and out-of-school technology use to explore the relationship of school and digital equity. The first middle school, Saguaro, is a minority-majority school, with 93% Hispanic and
African-American students. The second middle school, Porter, is a historically white majority school participating in a district student-transfer program with a 50% white and 50% Hispanic/African
American population. Data from the two schools is compared to examine student in- and out-of-school technology use and perceived technology skill level. In exploring the relationship of student technology use both in and out of school to that of the school and minority status, digital inequities were present. Students at the historically white school were more likely to utilize various technologies for
communication, creation, web, and productivity activities both in- and out-of-school.
Please contact Dr. Hughes if you would like a full paper.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Teaching English with technology: Exploring teacher learning and practice (Hughes, Dissertation)
1. Teaching English with technology: Exploring teacher learning and practice
Hughes, Joan Elizabeth
ProQuest Dissertations and Theses; 2000; ProQuest Dissertations & Theses (PQDT)
pg. n/a
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