Research

Technology-Infused Research Projects (2014-2015)

University of Idaho

Technology-Infused Research Projects are collaborative efforts between University of Idaho faculty members and Doceo Center Researchers aimed at improving teaching and learning through technology integration. In this collaboration, faculty members provide subject-area research expertise, while the Doceo Center provides technology resources and technology management and research expertise. The deadline for Technology-Infused Research Project proposals is September 30, 2014.

Using a ludic simulation to make learning of middle school space science fun

University of Idaho
Screenshot for Using a ludic simulation to make learning of middle school space science fun

In this paper, we describe a ludic simulation designed for middle school space science and examine its use to support students’ learning and motivation. The participants were 383 sixth graders and 447 seventh graders. The findings of this study showed that sixth- and seventh- graders perceived the simulation as having substantial ludic characteristics and educational value. The results indicated that having a playful experience is important for this age group and that participating in a ludic simulation can help motivate students to learn school subjects.

Instructor experiences with a social networking site in a higher education setting: Expectations, frustrations, appropriation, and compartmentalization

University of Idaho
Screenshot for  Instructor experiences with a social networking site in a higher education setting: Expectations, frustrations, appropriation, and compartmentalization

Researchers and practitioners have suggested that the use of social networking sites in formal education may be a worthwhile endeavor. Toward this goal, emerging learning platforms have included social networking features. Nevertheless, empirical literature examining user experiences, and more specifically instructor experiences, with these tools is limited. In this qualitative study, we address this gap in the literature by reporting the experiences of five instructors who used a social networking platform in their courses.

Publications

  1. Kimmons, R. (2014). 2013-14 Report: Guiding Technology Integration in the State of Idaho. Moscow, ID: Doceo Center for Innovation + Learning, University of Idaho.
  2. Kimmons, R. (in press). Examining TPACK's theoretical future. Journal of Technology and Teacher Education.
  3. Kimmons, R. (in press, 2014). Games and transformational play. In M. Spector (Ed.), Encyclopedia of Educational Technology.

Conference Presentations

  1. Tenuto, P. & Gardiner, M. School-university relationships make a difference: Leading an inclusive process for implementing Common Core State Standards. To be presented at University Council for Educational Administration (UCEA) Convention, November 20 – 23, 2014, Washington D.C.
  2. Tenuto, P. & Gardiner, M. (2014). Leading teaching through technology in the implementation of Common Core State Standards (CCSS). To be presented at National Network for Educational Renewal (NNER) Annual Conference 2014, Cincinnati, OH.

Chromebook Initiative Instructions for Schools

University of Idaho
Screenshot for Chromebook Initiative Instructions for Schools

The Idaho Chromebook Initiative is a research project directed by the University of Idaho Doceo Center for Innovation + Learning. In this project, participating schools are provided with a set of Chromebooks for teachers and a classroom set of Chromebooks for student use. This study has two goals: 1) to provide schools with technology resources that will be valuable to them and 2) to gather data on usage and student outcomes. In this process, the second goal requires certain guidelines of implementation and data collection processes from participating schools.

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