SCPS ITRT's Research

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Research Studies and Articles by SCS ITRTs

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		ITRT Research Studies
Understanding How Elementary Teachers Use and Conceptualize Visual Digital Lessons as a Teaching Strategy The purpose of this study was to gain a better understanding of why and how elementary teachers use visual digital strategies as a tool to facilitate student learning. A qualitative study of eight elementary teachers found use of two types of visual digital strategies that are eitherProcess Focused or Product Focused. Process Focused lessons allow students to process content knowledge visually through interpreting and/or elaborating. Product Focused lessons allow students to research, plan, and organize their thinking by creating a product with a cohesive visual message. Since the study participants were equally split between two similar elementary schools, it was easy to see that three of the four teachers at each school used visual digital strategies in way that mirrored their ITRT’s pedagogically beliefs. This suggests that the ITRTs’ educational beliefs, as well as, their tool training influences teacher practice. Negley, K. (2010). Understanding How Elementary Teachers Use and Conceptualize Visual Digital Lessons as a Teaching Strategy. Ph.D. dissertation, George Mason University, VA. (http://digilib.gmu.edu:8080/xmlui/bitstream/1920/6033/1/Negley_Dissertation_2010.pdf). A SOCIAL NETWORK ANALYSIS OF THE ROLE NEGOTIATIONS OF INSTRUCTIONAL TECHNOLOGY RESOURCE TEACHERS The purpose of this study is to understand how Instructional Technology Resource Teachers (ITRTs) negotiate their roles within the existing social network of their placement schools. As a state mandated program, the job of the ITRT is to provide embedded professional development in integrating information and communication technologies (ICT). Social Network Theory provided the theoretical framework for this investigation. By utilizing case study analysis of five schools and four ITRTs, interviews with and journals kept by the ITRTs, a technology questionnaire for the school staff, and by constructing social networks for the schools, the results showed that the ITRTs who were successful at building relationships with the opinion leaders in their school(s) were also more successful in their role as Instructional Technology (IT) professional developers. Pixley, C. (2008) A Social Network Analysis of the Role Negotiations of Instructional Technology Resource Teachers. Ph.D. dissertation, George Mason University, VA. (Publication No. AAT3321172). Understanding Instructional Technology Resource Teachers: Ways of Knowing, Ways of Doing The purpose of this study was to understand how Instructional Technology Resource Teachers (ITRTs) work on a daily basis and how they utilize background experiences, skills, and core values in their work as an Instructional Technology (IT) professional developer. In addition, this research examined how previous professional and personal experiences, skills, and core values about teaching and learning contributed to what ITRTs accomplished in their assigned school during their first year of work. This study contributed to the 2008 updates to the ITRT roles and guidelines established by the Virginia Department of Education in 2004. http://www.doe.virginia.gov/support/technology/administrators_teachers_staff/teacher_guidelines.pdfStreich, Striech, J. (2007). Understanding Instructional Technology Resource Teachers: Ways of Knowing, Ways of Doing. Ph.D. dissertation, George Mason University, VA.

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		ITRT Research Articles
Pixley, C. (2007) A Social Network Analysis of the Role Negotiations of Instructional Technology Resource Teachers. In R Carlsen et al. (EDS.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 1450-1455). Chesapeake, VA: AACE Pixley, C. (2005) The Experience of Older, Women Learners in a Web-Based Class. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 547-552). Chesapeake, VA: AACE. Sprague, D., Cooper, J. and Pixley, C. (2010). Evaluating the Impact of a PT3 Project. In Heinecke, W. and Adamy, P. (Eds.), Evaluating Technology in Teacher Education: Lessons from the Preparing Tomorrow's Teachers for Technology (Pt3) (pp. 39 - 63). Charlotte, NC: IAP. Sprague, D. & Pixley, C. (2008) Let Their Voices be Heard: Podcasting in Education. Computers in the Schools, Vol.25(3-4) p.226-234. Sprague, D. Cooper, J, & Pixley, C. (2004) High Tech Mentoring: Evaluating the Impact of a PT3 Project. Rockman Publications Warrick, W., Ivanoski, V. & Nikoloski, P. (2008). Primary Education Project in Macedonia: A Case Study. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 270-276). Chesapeake, VA: AACE. Warrick, W., Ivanoski, V. & Nikoloski, P. (2008). Primary Education Project in Macedonia: A Case Study. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 Vienna, Austria. (pp. 270-276). Chesapeake, VA: AACE Zdravev, Z., Warrick, W., Hathaway, D., Grceva, S., Sterjoska, A. & Ivanoski, V. (2006). Creating Localized Repository Of Digital Tools And Resources. In Proceedings of The Third International Conference on Informatics, Educational Technology and New Media in Education. (pp 411-417). Sombor, Serbia and Montenegro: Faculty of Education in Sombor Publishing Centre Warrick, W., & Hathaway, D. (2006). The Effects of Gender Grouping in Online Collaborative Groups. In Crawford, C., Willis, D., Carlsen, R., Gibson, I., McFerrin, K., Price, J., & Weber, R. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 584-591). Chesapeake, VA: AACE. Warrick, W. (2005). The Learner And The Expert Mentor, Learners And A Facilitator, Peer Facilitated Learning: A Comparison Of Three Online Learning Designs. In Crawford, C., Willis, D., Carlsen, R., Gibson, I., McFerrin, K., Price, J., & Weber, R. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2005 (pp. 659-665). Chesapeake, VA: AACE. Warrick, W., Connors, S., & Norton, P. (2004). E-mail, Discussion Boards, and Synchronous Chat: Comparing Three Modes of Online Collaboration. In Crawford, C., Willis, D., Carlsen, R., Gibson, I., McFerrin, K., Price, J., & Weber, R. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2004 (pp. 2732-2738). Chesapeake, VA: AACE. Connors, S., Norton, P., & Warrick, W. (2003). Learning to Mentor: Assessing an Online Mentor Education Course. In Crawford, C., Willis, D., Carlsen, R., Gibson, I., McFerrin, K., Price, J., & Weber, R. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2003 (pp. 2252-2255). Chesapeake, VA: AACE Warrick, W., & Norton, P. (2002). Graduate Instruction Combining Online, On-Site, and Face-to-Face: A Study. In Crawford, C., Willis, D., Carlsen, R., Gibson, I., McFerrin, K., Price, J., & Weber, R. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2002 (pp. 881-885). Chesapeake, VA: AACE. Warrick, W., (1999). The Technology Lead Teacher Program: Peer Training in Technology. Research submitted for Master's degree program in Instructional Technology. George Mason University.

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