Richard Hartshorne

Examining student decisions to adopt Web 2.0 technologies: theory and empirical tests

The purpose of this study was to examine student awareness of the pedagogical benefits of Web 2.0 to supplement in-class learning and to better understand factors that influence student decisions to adopt these tools, using the Decomposed Theory of Planned Behavior (DTPB). Findings indicated that while many students feel that some Web 2.0 applications can be effective at increasing satisfaction with a course, improving their learning and their writing ability, and increasing student interaction with other students and faculty; few choose to use them in educational contexts. Additional results indicated that student attitudes and their subjective norms are strong indicators of their intentions to use Web 2.0.

Continuance use intention of enterprise instant messaging: a knowledge management perspective

Instant messaging has been widely utilised by a variety of types of organisations to improve the efficiency and effectiveness of internal communication and knowledge management (KM). To date, though, the continuance use of enterprise instant messaging (EIM) and its impact on KM outcomes have not been well understood in both academia and practice. This paper uses the decomposed theory of planned behaviour to explore factors that influence continual usage of EIM applications within organisations, as well as the impact of the continuance use decisions on knowledge creation, transfer, and retention within organisations. Our results are useful in developing guidelines and strategies to increase the likelihood of the continuance use of EIM and to improve the potential outcome of its use within organisations.

A Comparison of Large Lecture, Fully Online, and Hybrid Sections of Introduction to Special Education.

This study evaluated the effectiveness of flexible learning options at a university serving multiple geographic areas (including remote and rural areas) and age groups by teaching an introduction to special education course to three large groups of pre-teacher education majors using three modes of instruction. The university offered sections as (a) a traditional large lecture class, (b) a fully online asynchronous course, and (c) a hybrid course with lecture and asynchronous online instruction. Data analysis centered on course performance, perceptions of instructional effectiveness, and perceptions of preparedness for future role as teachers of students with special needs. The researchers noted no statistically significant differences in students’ perceptions of instructional effectiveness; however, the presumed attractiveness of the flexibility of online instruction did not appear to extend to traditional undergraduates who required more support in developing personal responsibility and organizational strategies. Results also indicated that face-to-face interactions with instructors positively impacted perceptions of preparedness for teaching.

Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation

JRichard Hartshorne is an Associate Professor of Educational Technology at the University of Central Florida. He earned his Ph.D. in Curriculum and Instruction from the University of Florida. At the University of Central Florida, his teaching focuses on the integration of technology into the educational landscape, as well as instructional design and development. His research interests primarily involve the production and effective integration of instructional technology into the teaching and learning environment. The major areas of his research interest are rooted in online teaching and learning, technology and teacher education and the integration of emerging technology into the K-Post-secondary curriculum. His articles have appeared in such publications as Journal of Technology and Teacher Education, Journal of Computing in Higher Education, Journal of Digital Learning in Teacher Education, The Internet and Higher Education, The Journal of Educational Computing Research and others. He has also authored numerous book chapters and serves in editorial capacities for a number of journals in the field of educational technology. Topics Covered:

Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns

Abstract Although technology-mediated learning has its advantages, it does not come without operational tradeoffs. Thus, consideration of the effectiveness of new modes of teacher preparation in comparison to traditional, longstanding, research-proven methods is necessary. In this study, we evaluated one large southern urban university’s implementation of synchronous remote observations of teacher education candidates using live classroom software. We compared remote and face-to-face observations to determine if the modes of observation were equivalent in supporting professional growth and evaluating quality instruction. Results suggest that both modes of observation are not equal but are comparable in supporting graduate interns’ professional growth and in measuring teaching effectiveness. The implications of this study shed light on the advantages and limitations of emergent technologies as teacher education programs explore alternative forms of Web-based evaluations of teacher candidates.

Preparing Current and Future Teachers to Teach with Technology: An Examination of School-University Collaborations

Abstract Recent research as well as local, state, and national mandates promote an increased role of technology in teaching and learning. In response to this call, K–12 institutions and colleges of education are faced with preparing current and future teachers to teach with technology. The current models of inservice and preservice teacher preparation with technology, although sometimes effective in developing technology skills, often fail to address numerous other issues related to integrating technology into the curriculum. One solution to these issues is for schools and universities to collaborate and improve teacher preparation simultaneously. This paper discusses issues with current technology and teacher preparation models, reasons for school-university collaborations, various models of school-university collaborations, and the positive results of these collaborations. This paper also provides a much needed categorization system that enables teacher educators to explore matters related to various types of school-university collaborations as well as acts as a catalyst for conversation and a tool for developing collaboration models that work in a local context.

Issues Affecting Cross-Cultural Adaptation of International Graduate Students.

The purpose of this study was to identify and analyze the adjustment problems encountered by international graduate students enrolled in American universities. Issues of interest included motives for attending graduate school, factors involved in facilitating and constraining the graduate school experience, personality traits that contribute to successful performance in a graduate program, and suggestions for future international graduate students. Semi-structured interviews of two international students were conducted with four major themes emerging. These were (a) student needs for a successful graduate program experience, (b) initial barriers to the graduate school experience, (c) consistent barriers to the graduate school experience, and (d) factors that facilitate a successful graduate school experience. These themes were further broken down into internal, external, and combined factors in an effort to better understand the graduate experience of international students. The importance of overcoming initial barriers, such as communication problems and culture shock; addressing consistent barriers to adaptation, such as becoming comfortable in a new learning environment and culture; and focusing on the development and enhancement of factors that facilitate adaptation, such as organizational skills, intrinsic motivation, social interaction, balancing time, and others are addressed. This article concludes with a series of recommendations to facilitate a better graduate school experience for international students.

An examination of assistant professors’ project management practices

Purpose– The purpose of this research was to identify factors that influence the use of project management in higher education research projects by investigating the project management practices of assistant professors. Design/methodology/approach – Using a grounded theory approach that included in‐depth, semi‐structured interviews with 22 assistant professors across 13 US states, this study uncovered how participants used project management processes and tools and factors that enabled, motivated, and/or inhibited the use of project management in research projects. Findings – From the nearly 200 codes that were documented, 11 major categories emerged that led to the development of a grounded theory appropriate for participants of this study. Research limitations/implications – The primary limitation of this study was the sampling strategy (purposive and convenience sampling), which may limit broad generalizability. To ensure that the sampling strategy enabled a grounded theory to emerge from the data, theoretical sampling was used. Additional research is needed to describe the experiences of professors in other disciplines as well as others who are directly involved in research projects. Originality/value – While a single study of this topic cannot provide a universal basis for explaining how project management is used in higher education, this study suggests that there are several ways that professors and universities can increase the likelihood of research project success. Training in project management, broader and deeper research support services, and systematic processes to engage assistant professors in research support services are three recommendations for improving how professors manage their research projects.

Elevating Learner Achievement Using Formative Electronic Lab Assessments in the Engineering Laboratory: A Viable Alternative to Weekly Lab Reports

A laboratory pedagogy interweaving weekly student portfolios with onsite formative electronic laboratory assessments (ELAs) is developed and assessed within the laboratory component of a required core course of the electrical and computer engineering (ECE) undergraduate curriculum. The approach acts to promote student outcomes, and neutralize academic integrity violations, while refocusing instructor and teaching assistant roles toward high-gain instructional activities, such as personalized student tutoring. A mixed-method study evaluated the learning effectiveness and student satisfaction using biweekly ELAs versus traditional laboratory reports in a large-enrollment (

Integrating Hypermedia in Professional Development Opportunities for Elementary Teachers of Science: A Literature Review

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