Progression from the mean: Cultivating instructors' unique trajectories of practice using educational technology.
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| Title: | Progression from the mean: Cultivating instructors' unique trajectories of practice using educational technology. |
|---|---|
| Authors: | Koretsky, Milo D.1,2 (AUTHOR) milo.koretsky@tufts.edu, Nolen, Susan Bobbitt3 (AUTHOR) sunolen@uw.edu, Galisky, John4 (AUTHOR) johngalisky@ucsb.edu, Auby, Harpreet1 (AUTHOR) harpreet.auby@tufts.edu, Grundy, Lorena S.1,2 (AUTHOR) lorena.grundy@tufts.edu |
| Source: | Journal of Engineering Education. Apr2024, Vol. 113 Issue 2, p330-359. 30p. |
| Subject Terms: | *Career development, *Educational technology, *Curriculum change, *Student response systems, *Student activities, Communities of practice, Satisfaction, Ecosystems |
| Abstract: | Background: In taking up educational technology tools and student‐centered instructional practice, there is consensus that instructors consider the unique aspects of their instructional context. However, tool adoption success is often framed narrowly by numerical uptake rates or by conformity with non‐negotiable components. Purpose: We pursue an alternative ecosystems framing which posits that variability among contexts is fundamental to understanding instructors' uptake of instructional tools and the ways their teaching trajectories develop over time. Design/Method: Through a multiple‐case study approach using interviews, usage data, surveys, and records of community meetings, we examine 12 instructors' trajectories to illustrate the dynamic uptake of a technology tool. Results: Cross‐case analysis found that instructors' trajectories are tool‐mediated and community‐mediated. We present five cases in detail. Two foreground ways that instructors gained insight into student learning from student responses in the tool. Two illustrate the role played by the project's Community of Practice (CoP), an extra‐institutional support for deepening practice. The final case illustrates the complexity of an evolving instructional ecosystem and its role in instructors' satisfaction and continued use. Conclusions: Use of the educational technology tool perturbed ecosystems and supported instructors' evolving trajectories through mediation of instructor and student activity. Instructors' goals guided initial uptake, but both goals and practice were adapted using information from interactions with the tool and the CoP and changes in instructional contexts. The study confirms the need to understand the complexity of the uptake of innovations and illustrates opportunities for educators, developers, and administrators to enhance uptake and support diversity goals. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176607603 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Progression from the mean: Cultivating instructors' unique trajectories of practice using educational technology. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Koretsky%2C+Milo+D%2E%22">Koretsky, Milo D.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> milo.koretsky@tufts.edu</i><br /><searchLink fieldCode="AR" term="%22Nolen%2C+Susan+Bobbitt%22">Nolen, Susan Bobbitt</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> sunolen@uw.edu</i><br /><searchLink fieldCode="AR" term="%22Galisky%2C+John%22">Galisky, John</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> johngalisky@ucsb.edu</i><br /><searchLink fieldCode="AR" term="%22Auby%2C+Harpreet%22">Auby, Harpreet</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> harpreet.auby@tufts.edu</i><br /><searchLink fieldCode="AR" term="%22Grundy%2C+Lorena+S%2E%22">Grundy, Lorena S.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> lorena.grundy@tufts.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Engineering+Education%22">Journal of Engineering Education</searchLink>. Apr2024, Vol. 113 Issue 2, p330-359. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+response+systems%22">Student response systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+activities%22">Student activities</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+practice%22">Communities of practice</searchLink><br /><searchLink fieldCode="DE" term="%22Satisfaction%22">Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Ecosystems%22">Ecosystems</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: In taking up educational technology tools and student‐centered instructional practice, there is consensus that instructors consider the unique aspects of their instructional context. However, tool adoption success is often framed narrowly by numerical uptake rates or by conformity with non‐negotiable components. Purpose: We pursue an alternative ecosystems framing which posits that variability among contexts is fundamental to understanding instructors' uptake of instructional tools and the ways their teaching trajectories develop over time. Design/Method: Through a multiple‐case study approach using interviews, usage data, surveys, and records of community meetings, we examine 12 instructors' trajectories to illustrate the dynamic uptake of a technology tool. Results: Cross‐case analysis found that instructors' trajectories are tool‐mediated and community‐mediated. We present five cases in detail. Two foreground ways that instructors gained insight into student learning from student responses in the tool. Two illustrate the role played by the project's Community of Practice (CoP), an extra‐institutional support for deepening practice. The final case illustrates the complexity of an evolving instructional ecosystem and its role in instructors' satisfaction and continued use. Conclusions: Use of the educational technology tool perturbed ecosystems and supported instructors' evolving trajectories through mediation of instructor and student activity. Instructors' goals guided initial uptake, but both goals and practice were adapted using information from interactions with the tool and the CoP and changes in instructional contexts. The study confirms the need to understand the complexity of the uptake of innovations and illustrates opportunities for educators, developers, and administrators to enhance uptake and support diversity goals. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/jee.20586 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 330 Subjects: – SubjectFull: Career development Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Curriculum change Type: general – SubjectFull: Student response systems Type: general – SubjectFull: Student activities Type: general – SubjectFull: Communities of practice Type: general – SubjectFull: Satisfaction Type: general – SubjectFull: Ecosystems Type: general Titles: – TitleFull: Progression from the mean: Cultivating instructors' unique trajectories of practice using educational technology. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Koretsky, Milo D. – PersonEntity: Name: NameFull: Nolen, Susan Bobbitt – PersonEntity: Name: NameFull: Galisky, John – PersonEntity: Name: NameFull: Auby, Harpreet – PersonEntity: Name: NameFull: Grundy, Lorena S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10694730 Numbering: – Type: volume Value: 113 – Type: issue Value: 2 Titles: – TitleFull: Journal of Engineering Education Type: main |
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