Natalie B. Milman

New directions in the evaluation of the effectiveness of educational technology

Summary Drawing from work by Shadish, Cook, and Leviton (1991) on social program evaluation, the authors discuss recent changes in evaluation theory and practices, and they connect these changes to technology and student learning. Concluding with a list of recommendations for evaluating the effectiveness of technology in teaching and learning, the authors challenge the purposes of education and prevalent goals for evaluation. After questioning how technology can impact student learning, they call for new and expanded definitions of student learning outcomes. Recommendations include redefining technology as a process rather than as a product, conducting implementation evaluations prior to outcome evaluations; reducing the reliance on standardized test scores as the primary outcome measure; and adopting multifaceted evaluation approaches (including case studies).

Digital teaching portfolios: Catalysts for fostering authentic professional development

This paper reports the findings of a qualitative study examining the role of digital teaching portfolios in teachers’ professional development and classroom practice. The participants, all teachers, took part in a formal course in which they develop a digital teaching portfolio. The findings suggest that the processes involved in creating digital teaching portfolios fostered their authentic professional development, and were a catalyst for their ongoing professional development. Furthermore, engagement in creating a portfolio was instrumental in these teachers’ self-discovery and learning.

One-to-One Technology in K-12 Classrooms: A Review of the Literature from 2004 through 2014.

Abstract This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K–12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K–12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles. Findings showed that the studies selected for analyses primarily concentrated on the following themes: effects on student achievement, changes to the classroom environment, classroom uses, effects on learner motivation and engagement, and challenges to classroom integration. In this article, we define each of these themes, describe the implications of the use of technologies on a 1:1 basis in classrooms, and offer suggestions for future research.

Examining Differentiation and Utilization of iPads Across Content Areas in an Independent, PreK–4th Grade Elementary School

This mixed methods case study examined the implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, preK–4th grade elementary school in the United States. This article focuses on how teachers used iPads to differentiate instruction and across multiple content areas. Findings show the processes by which teachers employed iPads demonstrated a myriad of teaching and learning opportunities. Overall, teachers integrated iPads into the existing curriculum to complement or enhance their lessons, provide different choices for students to engage with content, or for them to delve deeper into the content. Additionally, iPads were often used in interdisciplinary ways, involving a combination of at least two different content areas during one lesson.

Year One Implications of a Teacher Performance Assessment's Impact on Multicultural Education across a Secondary Education Teacher Preparation Program

This case study examines the impact of the 1-year implementation of a state-mandated, standardized teacher performance assessment (TPA) on a facultys infusion of multicultural education across a secondary education teacher preparation program. Findings show that faculty and teacher candidate (TC) perceptions predominantly concluded that the TPA supported multicultural education infusion by preparing TCs to teach academic language and connect curricula to student background yet hindered critical, in-depth reflection vital to preparing TCs to teach diverse populations. The programs cohort learning communities cultivated TC reflection on background, bias, and inequity, mitigating these limitations. Is it possible for TPAs to serve as a unifying standard for teacher preparation reform while engaging TCs in authentic, in-depth inquiry on diversity and inequity, or should certain aspects of this sensitive work be left for programs to address more carefully in their unique contexts? How faculty respond to TPA-related challenges is central to this question.

Preparing teacher candidates to teach diverse student populations through reflective practice

This sequential QUAL → qual study examines: Phase 1 how reflective practice was implemented in a diversity course in a teacher education program by one teacher educator, and Phase 2 how two of the teacher candidates implemented reflective practice in their diverse student teaching contexts. Data included observations of the course and the student teaching of two teacher candidates (TCs), interviews of the course instructor, three TCs, and two high school students, as well as analyses of key course assignments. This study concludes: (1) cultivation of a reflective practice in TCs is critical to the teacher preparation process; (2) support for TCs in this process is strengthened when led by an instructor who also engages in reflective practice; and (3) teacher reflection on diversity, assumptions and inequity, with opportunities to transfer these course reflections to their teaching practices is central to preparing teachers to teach diverse student populations.

Technological innovation in twenty-first century multicultural teacher preparation

Purpose – An increasingly diverse student population coupled with rapid technological change makes it paramount to examine how technology is being employed in multicultural teacher preparation (MTP) to prepare US teachers to develop the knowledge, skills, and dispositions to foster globally minded, twenty-first century world citizens. The paper aims to discuss these issues. Design/methodology/approach – This review employs constant comparative method of analysis to examine empirical research on MTP practices employing technology to prepare teachers for the diverse student populations of twenty-first century classrooms. Although prior reviews have synthesized research findings on MTP, no systematic investigation has examined the role of technology in preparing teachers to support diverse learners. This review of research conducted from 2002 to 2012 explores how technology has been utilized in MTP to enhance face-to-face, online, and blended teacher preparation experiences. Findings – Collectively, research...

Silos to symphonies? Hopes and challenges implementing multicultural programme infusion

The need to infuse multicultural education (ME) across teacher preparation programmes is well documented by research, yet institutions are at very different stages in this endeavour. While most programmes demonstrate a segregated approach to ME, confining diversity to specialty courses, ME programme infusion places diversity, equity and social justice at a programmes centre. This study presents triumphs and challenges faculty faced in integrating ME across one teacher preparation programme. Via one academic year of observations, interviews and document analyses, this study was informed by Cochran-Smith, Davis and Fries’ 12 factors for multicultural teacher preparation, Gays descriptors for ME programme infusion and Melnick and Zeichners promising programme practices for preparing teacher candidates effectively to teach in diverse twenty-first century classrooms. Findings show that the faculty members approached ME infusion by establishing a vision in support of diversity and ME and creating professional learning communities offering a safe context for critical reflection on attitudes and pedagogies supporting diverse populations. However, a lack of connection between the ME and the core programme courses, and discrepancies among participant perspectives, demonstrated the need for more extensive ME programme infusion. Implications for practitioners, policymakers and researchers are given.

Developing glocally informed diversity and equity discourses: examining inequity via autobiographical reflection

This study responds to the need for glocally informed discourses on diversity and equity that draw upon internationally situated, local narratives to contribute to larger analyses. Such work is vital so that cross-national educational discourses do not become infused with PISA score comparisons or globally dominant perspectives alone. This local qualitative case study employs narrative inquiry with observation and document analyses to examine one accomplished multicultural teacher educator’s US-based practice. This study demonstrates the benefit of engaging teachers in autobiographical reflection as a supportive precursor for appreciating and learning from students’ diverse backgrounds, and critically analyzing societal inequities, such as the institutionalized use of inaccurate or incomplete text-based narratives. Promising practices are offered for how teacher educators across international settings might help teachers to navigate complex personal and institutional spaces while working to ‘reconstruct society toward greater equity in race, class, gender, and disability’.