TCC 2015 Proceedings
Permanent URI for this collectionhttps://hdl.handle.net/10125/69135
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Item type: Item , Case Report of a One-To-One iPad Initiative for Pre-Service Teachers(2015) Schmidt, Matthew; Ho, Curtis; Matthew Schmidt - University of Hawaii at Manoa; Curtis Ho - University of Hawaii at ManoaMobile devices provide a number of compelling features for learning and instruction. Clearly, these devices are becoming more and more popular. Arguably the most popular mobile device for education is the iPad. Multiple one-to-one iPad initiatives are cropping up around the United States. While interest continues to grow rapidly, the research and best practices for using these devices is not becoming available at the same pace. At the University of Hawaii–Manoa, we have implemented a one-to-one iPad initiative in a dual licensure (general/special ed) elementary teacher preparation program. Since Fall, 2013 we have been collecting and analyzing formative evaluation data on the initiative. In this paper we report our findings to date and provide practical guidance and suggestions based on those findings. This descriptive case report provides an insider glimpse into the challenges and opportunities that are coming to light.Item type: Item , Regulation of learning as Distributed Teaching Presence in the Community of Inquiry framework(2015) Paz, João; Pereira, Alda; João Paz - Universidade Aberta; Alda Pereira - Universidade AbertaThe paper proposes Regulation of Learning as a new category of Teaching Presence in the Community of Inquiry framework. This framework states that on online educational collaborative constructivist experience is a product of three elements of the learning community: Social Presence, Cognitive Presence and Teaching Presence. The paper addresses the debate about the completion of the model, proposes the addition of a new category of Teaching Presence and the rationale that supports it and presents the resulting enhanced analytical model of Teaching Presence developed to study, through content analysis, the online interactions in a course. Preliminary results of a study where this enhanced Teaching Presence construct was used enabled us to draw some conclusions about the educational activities where the new category will have more probability to appear and its distribution among the participants.Item type: Item , Interactions and Innovation in Educational On-line Communities(2015) Ogawa, Michael-Brian; Crosby, Martha; Michael-Brian Ogawa - University of Hawaii at Manoa; Martha Crosby - University of Hawaii at ManoaParticipating in on-line social networks gives people the opportunity to collaborate with others regardless of geographic locale. Social networks were initially developed with entertainment in mind, as opposed to collaboration and productivity. The research team developed a social network for the purpose of collaboration and productivity. After the social network (3Helix.org) was created, the researchers studied the groups, value, gender, trust, and innovations that developed in the on-line community.Item type: Item , Designing Social Presence in an Online MIS Course: Constructing Collaborative Knowledge with Google+ Community(2015) Hitosugi, Claire Ikumi; Claire Ikumi Hitosugi - University of Hawai‘i - West O‘ahuThis study was conducted at a public regional undergraduate college that offered 35% of its courses entirely online in Fall 2014 and projected offering more online courses in the future. The author explored, based on the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 1999), how best a Management Information Systems (MIS) course could be designed and delivered entirely online. The CoI model stipulates that social presence – participants’ ability to project themselves socially and emotionally as “real” people through the medium of communication used – is a critical component for an online course to be a success, along with cognitive and teaching presences. In order to facilitate meaningful multi-media interactions among participants, multiple web platforms including Google+ community were integrated into the course. Many students had not been familiar with Google+, nor had they created a website, before this class. Students’ feedback indicated their perception that using Google+ community and creating their own websites created a positive synergic effect and clearly established their social presence in the online course.Item type: Item , A Case Study of the Kamehameha Schools Online Instructor Training Institute: Preparing Teachers to Become Distance Learning Instructors Seven to Ten Years Later(2015) Hirata, Dorothy; Dorothy Hirata - Kamehameha SchoolsWith the continued growth of K-12 online learning, there is a need to train online instructors and understand professional development (PD) experiences that impact their success when teaching in blended and online environments. This mixed-methods case study was conducted to gain insights on the long term impacts of the Kamehameha Schools Online Instructor Training Institute (OITI), seven to ten years later, of four teachers who became online instructors.Item type: Item , “With Tension comes a little work”: Safety and Privacy in the Online Classroom Space(2015) Chappel, Jacquelyn; Jacquelyn Chappel - University of Hawaii at ManoaBlogs and wikis have long been applauded for affording interactivity and collaboration, which has been found to abet student motivation and engagement. To date, however, no research has yet examined issues of student safety and privacy resulting from using technologies. Presenting a qualitative research study of three writing classes who used the wiki-like platform Google Drive to workshop their writings, a model originally espoused by Peter Elbow, this study seeks to understand student attitudes toward safety and privacy when using wikilike technologies technologies in an institutional learning environment. The data were collected using a questionnaire and focus groups. Although the study anticipated that the technology would adversely affect some students’ learning, in fact, students reported that the tension resulting from the increased transparency contributed to increased motivation, even among those highly uncomfortable sharing online. The study adds to the existing literature on digital literacy by pointing out the roots of student motivation when using wiki-like platforms and suggests a possible pedagogical pitfall of online classroom technologies.Item type: Item , Past, Present and Future: Emerging Media's Role in Online Learning(2015) Calongne, Cynthia; Cynthia Calongne - Colorado Technical UniversityThe TCC Worldwide Online Conference celebrates its 20th anniversary in 2015 with theme Hawaii 2-0: The Future is Now. This paper examines the impact of emerging media on education and presents six years of NMC Horizon Report forecasts from the Higher Education Edition. It concludes with an exploration of the future of mobile VR and virtual assistants.Item type: Item , Educating Pre-Service Teachers on Effective Diagnosis and Correction of Math Errors Using Technology(2015) Baylen, Danilo; Michael, V. Michelle; Duplechain, Rosalind; Danilo Baylen - University of West Georgia; V. Michelle Michael - University of West Georgia; Rosalind Duplechain - University of West GeorgiaA design and development study was funded to create a group of supplemental technology-based tools to support the enhancement of pre-service teachers’ knowledge and skills in diagnosing and correcting mathematical errors of children in PK-5 classes. This exploratory and descriptive study focused on answering the question, “How helpful are these technology-based tools in supporting the pre-service teachers’ ability to diagnose and correct mathematical errors?” Data was collected from online surveys completed by twenty-four pre-service teachers who reviewed nine video clips of a teacher working with a young learner in completing simple math problems. Findings of the study reported that the participants found the video clips helpful in their professional development, and served as a reference point for reflective practice. Participants stated that the online availability of videos allowed ease of access, and created opportunities for reflection. The study showed that the integration of supplementary technology-based tools added visual and auditory features to the learning experience.