Research

Climate Wisconsin: Stories from a state of change

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Climate Wisconsin: Stories from a state of change is a research based site posting climate change related stories in video clips and written form along with teaching tips, map of location of the story source, and additional resources, per story. The language and content is best suited for 4th grade and up.

Agricultural Education Magazine

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The National Association of Agricultural Educator's provides a journal detailing current research and news to inform and connect ag educators across the nation. Non-subscribed users may download past issues for free.

National Geographic: Agriculture

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National Geographic's education website is a varied resource offering detailed lesson plans, teacher guides, videos, interactive globe, a map building feature online and downloadable, and much more. The resouces range from Pre-K to post secondary content. All of it is also a free resource.

North Carolina Biotechnology Center

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North Carolina Biotechnology Center collects an inventory of web-based resources for science teachers. The online sources are mostly free and range from lesson plans to video and audio files. The content is filtered by topic and format (e.g. video, image gallery, case study, etc.) and is mostly for grades 6-12; however some good resources are also available for the elementary level.

Web Browser Histories Open Dataset

University of Idaho
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This dataset includes web tracking data of teachers, teacher candidates, and K-12 students for the 2014-15 school year as well as information on top websites visited. The data set is released under a Creative Commons Attribution 4.0 International license and was collected with the permission of an established Institutional Review Board at a public research university in the United States. In order to maintain participant privacy, all data is anonymized and only de-identified user aggregations are provided.

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
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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. Results also indicated that incorporating ludus into the learning experience can improve students’ attitudes toward the subject matter. Implications of policy, research, and practice with regard to using ludic simulations to support classroom-based learning were discussed.

Liu, M., Horton, L., Kang, J., Kimmons, R., and Lee, J. (2013).Using a ludic simulation to make learning of middle school space science fun. International Journal of Gaming and Computer-Mediated Simulations, 5(1), 66-86.

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. We find that instructors (a) had expectations of Elgg that stemmed from numerous sources, (b) used Elgg in heterogeneous ways and for varied purposes, (c) compartmentalized Elgg and used it in familiar ways, and (d) faced frustrations stemming from numerous sources. We note that the ways Elgg came to be used “on the ground” is contested and contrasts starkly with the narrative of how social software might contribute benefits to educational practice. In addition, we note that learning management systems may frame the ways through which other tools, such as social media and Elgg, are understood, used, and experienced.

Veletsianos, G., Kimmons, R., and French, K. (2013). Instructor experiences with a social networking site in a higher education setting: Expectations, frustrations, appropriation, and compartmentalization. Educational Technology Research & Development, 61(2), 255-278.

Publications

  1. Kimmons, R., Miller, B., Amador, J., Desjardins, C., & Hall, C. Technology integration coursework and finding meaning in pre-service teachers' reflective practice. Educational Technology Research and Development.
  2. Kimmons, R. (accepted). Expansive openness in teacher practice. Teachers College Record.
  3. Kimmons, R. (accepted). Open online system adoption in K-12 as a democratizing factor. Open Learning: The Journal of Open, Distance and e-Learning.
  4. Kimmons, R. (2015). K-12 web system adoption and academic achievement ratings.

Conference Presentations

  1. Hall, C. & Carter, T. (2015). Blended learning with open education resources to support rural Idaho schools. To be presented at OpenEd15, Vancouver, BC.
  2. Kimmons, R., Clark, B., & Lim, M.

Pages

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