scholarly journals Educational Technology Professional Development in Higher Education: A Systematic Literature Review of Empirical Research

2020 ◽  
Vol 5 ◽  
Author(s):  
Sylvie Lidolf ◽  
Denis Pasco
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Literature Review ◽  
Empirical Research ◽  
Systematic Literature Review ◽  
Technology Professional Development ◽  
Technology Professional

Standards-Based Educational Technology Professional Development

2012 ◽  
pp. 819-834
Author(s):  
Diana Stanfill
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Valuable Insight ◽  
Technology Professional Development ◽  
Technology In The Classroom ◽  
Train The Trainer ◽  
Design And Implementation ◽  
Technology Professional ◽  
Integrate Technology ◽  
Adoption Design

Because of the melding of the NSDC standards and the eMINTS program, this research may provide valuable insight to stakeholders involved at all levels: adoption, design, and implementation of educational technology professional development. Further research into eMINTS’ strengths (use of train-the-trainer model), as well as weaknesses (inability to customize training), could provide the organization with the information needed to strengthen the program and thus increase the number of teachers trained to integrate technology in the classroom.

scholarly journals Mapping the Ethics of Learning Analytics in Higher Education: A Systematic Literature Review of Empirical Research

2021 ◽  
pp. 1-17
Author(s):  
Teresa Cerratto Pargman ◽  
Cormac McGrath
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Empirical Research ◽  
Systematic Literature Review ◽  
Learning Analytics ◽  
Ethical Issues ◽  
Research Work ◽  
Final Analysis ◽  
Future Research ◽  
Knowledge Gaps

Ethics is a prominent topic in learning analytics that has been commented on from conceptual viewpoints. For a broad range of emerging technologies, systematic literature reviews have proven fruitful by pinpointing research directions, knowledge gaps, and future research work guidance. With these outcomes in mind, we conducted a systematic literature review of the research on ethical issues that have been empirically approached in the learning analytics literature. In our final analysis, 21 articles published in the period 2014–2019 met our inclusion criteria. By analyzing this data, we seek to contribute to the field of learning analytics by 1) characterizing the type of empirical research that has been conducted on ethics in learning analytics in the context of higher education, 2) identifying the main ethical areas addressed in the selected literature, and 3) pinpointing knowledge gaps.

scholarly journals Creative Collaboration and Collaborative Creativity: A Systematic Literature Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Margaret S. Barrett ◽  
Andrea Creech ◽  
Katie Zhukov
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Music Performance ◽  
Small Sample ◽  
Human Interaction ◽  
Creative Collaboration ◽  
Collaborative Creativity ◽  
Creative Learning

Studies of creativity emerging from cultural psychology and social psychology perspectives challenge individualist conceptions of creativity to argue that social interaction, communication, and collaboration are key elements in creativity. In recent work creative collaboration has been proposed to be “distributed” between audiences, materials, embodied actions, and the historico-socio-cultural affordances of the creative activity and environment, thus expanding the potentialities of creative collaboration beyond instances of direct human interaction and engagement. Music performance, improvisation and composition may be viewed as exemplary “laboratories” of creative collaboration through the combined elements of audiences, materials, embodied actions and historico-socio-cultural affordances and constraints. This article reports the findings of a systematic literature review of creative collaboration and collaborative creativity in music. We sought to identify what has been currently investigated in relation to these terms and concepts in music, with what methodologies and in what settings. Findings indicate that studies were undertaken in higher education, professional development and professional practice predominantly, leading to an emergent phenomenon of interest, collaborative creative learning. Musical genres were jazz, popular, western classical, contemporary and world musics across the musical processes of composing, improvising and performing. Studies in higher education and professional development settings focused on identifying those practices that supported learning rather than the nature of collaborative creative approaches or the outcomes of creative collaboration. Participants were primarily male, with small sample sizes. Methodologies were largely qualitative with an emphasis on case study using observation, interview and reflective diary methods. Further areas for research include: the investigation of gendered approaches to creative collaboration, collaborative creativity, and collaborative creative learning; the use of more diverse research methodologies and methods and techniques including large-scale quantitative studies and arts-based and arts-led approaches; and the investigation of more diverse music settings.

Mobile Learning in Higher Education

2018 ◽  
pp. 123-146
Author(s):  
Lucretia M. Fraga ◽  
Belinda Bustos Flores
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Mobile Learning ◽  
Learning Opportunities ◽  
Technology Professional Development ◽  
Experience Teaching ◽  
Case Comparison ◽  
Technology Professional ◽  
Study Participants

This qualitative research study determines if providing technology professional development augmented with consultative support to university faculty increases mobile learning opportunities in higher education. This study used interviews and syllabi from two faculty case study participants who attended technology professional development over the course of a year and also received consultative support. Results indicated the amount of time, rank, and experience teaching in higher education were factors that determined the likelihood of the case study participants to increase the number of mobile learning opportunities for their students. The cross-case comparison suggested the two case study participants share some of the same factors in determining their use of mobile devices for learning in higher education.

"Making Teachers Better"

2011 ◽  
pp. 41-57
Author(s):  
Catherine Schifter
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Public Schools ◽  
Federal Funding ◽  
Internet Access ◽  
Department Of Education ◽  
Technology Professional Development ◽  
Funding Program ◽  
Technology Professional ◽  
Telecommunications Services

In 2007, reports from the Office of the Secretary of Education’s website listed statistics about educational technology and schools. As of November 2006, the Internet Access in U.S. Public Schools and Classrooms: 1994-2005 report indicated “the ratio of students to instructional computers with Internet access in public schools was 3.8 to 1…” This was a decrease from 2003, when the ratio was 4.4 to 1. (Department of Education, 2006) There was also information about funding, including the $2.25 billion in the federal E-rate program supporting discounts on telecommunications services, Internet access, and networking for schools and libraries. With each Federal funding program for educational technology, professional development was an essential component, requiring up to 25 percent of funds to be used for professional development on using technology to improve student outcomes.

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