Kara Dawson

The Intersection of Online Social Networking with Medical Professionalism

AimTo measure the frequency and content of online social networking among medical students and residents.MethodsUsing the online network Facebook, we evaluated online profiles of all medical students (n = 501) and residents (n = 312) at the University of Florida, Gainesville. Objective measures included the existence of a profile, whether it was made private, and any personally identifiable information. Subjective outcomes included photographic content, affiliated social groups, and personal information not generally disclosed in a doctor–patient encounter.ResultsSocial networking with Facebook is common among medical trainees, with 44.5% having an account. Medical students used it frequently (64.3%) and residents less frequently (12.8%, p < .0001). The majority of accounts (83.3%) listed at least 1 form of personally identifiable information, only a third (37.5%) were made private, and some accounts displayed potentially unprofessional material. There was a significant decline in utilization of Facebook as trainees approached medical or residency graduation (first year as referent, years 3 and 4, p < .05).DiscussionWhile social networking in medical trainees is common in the current culture of emerging professionals, a majority of users allow anyone to view their profile. With a significant proportion having subjectively inappropriate content, ACGME competencies in professionalism must include instruction on the intersection of personal and professional identities.

Teacher Inquiry: A Vehicle to Merge Prospective Teachers' Experience and Reflection during Curriculum-Based, Technology-Enhanced Field Experiences.

Abstract This study describes and analyzes a four-year effort to provide curriculum-based, technology-enhanced field experiences for prospective teachers. These field experiences and this associated study espouse the notion that experiences and reflective activity must coalesce to yield professional growth for prospective teachers. The study suggests that teacher inquiry, a process that scaffolds prospective teachers to systematically and intentionally study their use of technology, may (1) counter many shortcomings associated with traditional strategies designed to promote reflective activity, (2) focus prospective teachers’attention on student learning outcomes, and (3) facilitate more desirable integration strategies during curriculum-based, technology-enhanced field experiences. The study notes that teacher inquiry is widely recognized in the general teacher education literature, yet novel within the context of curriculum-based, technology-enhanced field experiences, and encourages educational technologists to further explore its possibilities as a tool for teacher preparation and educational research.

Florida’s EETT Leveraging Laptops Initiative and Its Impact on Teaching Practices

Abstract This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more than 400 classrooms in more than 50 K–12 schools in 11 Florida districts. Trained observers used two valid observation instruments to measure teaching practices and technology use. The Mantel-Haentzel procedure was used to infer statistical differences between fall and spring observations. Observed percentages, means, standard deviations and effect sizes are provided. Results suggest laptop implementation and professional development can lead to increased student-centered teaching, increased tool-based teaching, and increased meaningful use of technology. This research suggests that laptop implementation coupled with professional development may have an immediate impact on instructional practices.

Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools.

Abstract This research examines student information and communication technology (ICT) literacy and its relationships to a student’s socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology Literacy (ST2L), a performance-based assessment of ICT literacy skills based on the 2008 National Educational Technology Standards for Students (NETS.S). Results show a digital divide between low and high SES, white and non-white, and female and male students on all measures of the ST2L. Specifically, high-SES, white, and female students outperformed their counterparts. The results provide compelling evidence of a digital divide within Florida schools. The article discusses the implications of the findings for practice and future research.

Content Analysis in Computer-Mediated Communication: Analyzing Models for Assessing Critical Thinking Through the Lens of Social Constructivism

Abstact This article reviews content analysis studies aimed to assess critical thinking in computer-mediated communication. It also discusses theories and content analysis models that encourage critical thinking skills in asynchronous learning environments and reviews theories and factors that may foster critical thinking skills and new knowledge construction.

When curriculum‐based, technology‐enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change?

National agencies advocate the use of field experiences to help prepare teachers to integrate technology in their classrooms. However, prospective teachers often fail to synthesise the integration of technology with the complexities of teaching during such experiences. This study suggests teacher inquiry, a strategy for helping educators systematically and intentionally study their own practice, provides important benefits for prospective teachers participating in curriculum-based, technology-enhanced field experiences. Specifically, this study explores whether or not engagement in teacher inquiry can promote conceptual change related to teaching with technology. Thirteen inquiries conducted by prospective teachers in six elementary schools were analysed and one instrumental case was identified. The case exemplifies how curriculum-based, technology-enhanced field experiences and teacher inquiry may coalesce to support conceptual change for prospective teachers. In fact, the marriage of curriculum-based, technology-enhanced field experiences and teacher inquiry embodies research-based conditions necessary for conceptual change. Teacher inquiry is widely recognised and supported in the general teacher education literature yet its use by prospective teachers in curriculum-based, technology-enhanced field experiences is novel. This exploratory study highlights its potential and encourages further research into its usefulness as a tool to prepare the next generation of teachers to be effective technology-using educators.

The Role of Teacher Inquiry in Helping Prospective Teachers Untangle the Complexities of Technology Use in Classrooms

Abstract The objective of this research was to explore how authentic technology use and teacher inquiry may coalesce during curriculum-based, technology-enhanced field experiences for prospective teachers. Thirteen inquiries were analyzed using qualitative analytic procedures (Rossman, 1998). Results suggest that teacher inquiry may serve a variety of roles during curriculum-based, technology-enhanced field experiences including (1) as a lens through which to consider student learning, (2) as a bridge between content learned in university courses and authentic practices and (3) as a light bulb for conceptual change. This study suggests the positive outcomes of merging teacher inquiry and curriculum-based, technology-enhanced field experiences warrant further study. As such, the article proposes development of a codebook or heuristic designed to provide a coordinated analysis of multiple inquiry results.

Preservice Teachers' Experience in a Virtual School

Situated in the theoretical perspective of phenomenology, the purpose of this study was to understand the experiences of three preservice teachers who voluntarily participated in a field placement in a virtual school in the southeastern United States. The preservice teachers were paired with online teachers for four weeks. Their experiences were documented via four phenomenological interviews. Using phenomenological analysis, the interview data were analyzed, resulting in the essence of the virtual school field placement. The essence of the virtual school field placement was made up of six shared horizons, consisting of (1) communication with supervising teacher, (2) information systems at the virtual school, (3) modification of course content, (4) exposure to new technologies, (5) balancing act, and (6) unmet expectations. The results have implications for preservice teachers, teacher education programs, virtual schools, education policymakers, and teacher certification organizations. Suggestions for future research are provided.

An Evaluation of the Conditions, Processes, and Consequences of Laptop Computing in K-12 Classrooms

This article examines how laptop computing technology, teacher professional development, and systematic support resulted in changed teaching practices and increased student achievement in 47 K-12 schools in 11 Florida school districts. The overview of a large-scale study documents the type and magnitude of change in student-centered teaching, technology tool-based teaching, and student learning that were observed in 440 classrooms over the course of a school year. By employing multiple observations in all schools, document analysis, interviews, and teacher inquiry, an account of the conditions, processes, and consequences (Hall, 1995) of laptop computing was generated. Based on the analysis of data, laptop computing had a positive impact across districts, particularly in regard to changes in teaching practices. Increases in student achievement were also demonstrated across districts. This study calls attention to systemic issues associated with successful laptop implementation and provides implications for statewide laptop programs.

Using Action Research Projects to Examine Teacher Technology Integration Practices.

Abstract This study examined the technology integration practices of teachers involved in a statewide initiative via one cycle of action research. It differs from other studies of teacher technology integration practices because it simultaneously involved and provided direct benefits to teachers and researchers. The study used thematic analysis to provide a macro-level view of the technology integration practices of more than 350 teachers within 16 districts. Specifically, it reveals the content and objectives, audience, classroom implementation strategies, hardware and software use, and outcomes associated with technology integration. This article discusses implications for this and similar initiatives, research, and professional development.