William Sugar

Student Role Play in the World Forum: Analyses of an Arctic Adventure Learning Apprenticeship*

This study analyzes new forms of student social interaction and dialogue within asynchronous communications of six middle schools and six high schools participating in the World School for Adventure Learning. In the World Forum component of the World School, students discussed, questioned, and debated with Arctic explorers, researchers, World Forum mentors, and peers about environmental issues while assuming identities of famous people. One of the three key tasks, Flash Points, generated more lengthy dialogue than other techniques (i.e., Arctic Alerts and Questions to Explorers). Analysis of the forms of learning assistance provided to students indicated that mentor electronic interactions with students typically involved feedback, questioning, and cognitive structuring of the lesson or activity; however, minimal task structuring, direct instruction, and modeling of how to interact occurred. Whereas most student questions to explorers about envir onmental issues or expedition activities were lower-level k...

What Is So Good about User-Centered Design? Documenting the Effect of Usability Sessions on Novice Software Designers

Abstract User-centered design proponents advocate the proactive role of the user in the software development process. This study describes how novice software designers interpreted usability sessions and how these designers responded to their users’ reactions to their respective prototypes. Qualitative analysis of class projects, usability sessions, and interviews with three groups of graduate students took place. A follow-up session involved written protocols from another group of graduate students. Overall, these usability sessions had minimal effect on these students’ prototypes and essentially did not yield any valuable information. In an effort to remedy this current situation, this study proposes recommendations on how to improve the training of educational software developers.

Fostering Community College Leaders: An Examination of Leadership Development Programs

The study reported in this paper identifies leadership development practices within community colleges by surveying North Carolina community college presidents and evaluating an individual North Carolina community colleges leadership institute. The results of the study indicate these community colleges indeed have an interest in leadership development activities for its employees, and the examined leadership institutes are quite effective and beneficial for its participants. Based upon these findings, two sets of recommendations are offered for fostering leadership initiatives within community colleges, namely, a focus on more significant topics for community college employees and developing a leadership learning community within a community college.

Instructional Uses of Podcasting in Online Learning Environments: A Cooperative Inquiry Study

A report on the results of a year-long cooperative inquiry study in which 11 faculty members at a southeastern university examined their various uses of podcasting for instruction. Through participation in the study, members developed insights into what technologies are most commonly applied to the task of podcast production and dissemination as well as instructional purposes and tasks commonly addressed when using podcasting as a teaching strategy. The benefits of using podcasting instead of traditional text-based media were explored. The group discovered the faculty members involved were making use of 4 distinct podcasting technologies to apply 8 discrete instructional strategies.

Applying Human-Centered Design to Technology Integration

Abstract Applying Donald Norman’s (1998) human-centered design philosophy, three alternative technology perspectives (assertive technology, adaptive technology, and compelling technology) are proposed for educators. These perspectives are intended to support teachers’ integration of current technologies into their classrooms and enable educators to confront the seemingly mesmerizing host of new technologies with confidence. Adoption of these perspectives could facilitate more positive beliefs among teachers toward technology integration into the classroom. As a result of these perspectives, a new set of technology guidelines and a future research agenda are proposed.

Promoting a Teacher/Leader-Designer Perspective for Public School Teachers

Abstract Teacher leadership proponents have attempted to influence teachers to assume leadership roles within and beyond their respective schools. In this article, we expand upon this initiative and propose a Teacher/Leader-Designer perspective for public school educators. This concept not only emphasizes “teachers as leaders”, but also “teachers as designers.” This added quality will inspire teachers to assume an active responsibility in integrating technology in their respective classrooms. Similar to the original intent of a Teacher-Leader, individuals who adopt a Teacher/Leader-Designer perspective can enhance their self-efficacy and possibly help change the nature of schools. Specific characteristics of a Teacher/Leader-Designer are detailed in this article.