Reports and Reviews

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. For grades 6 and up.

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. For grades 6 to 12.

Teaching with Technology: A Year End Report on Efforts with University of Idaho Faculty

University of Idaho
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Since October, the Doceo Center and the technology integration specialist for the University of Idaho have strived to help increase the faculty’s knowledge on how to effectively incorporate technology into a curriculum. This initiative was fueled by an initial outreach to all colleges and departments; a survey that gauged faculty interests and availability; a professional development workshop scheduled featuring a variety of emerging technologies; and a partnership with Distance & Extended Education.

2013-14 Report: Guiding Technology Integration in the State of Idaho

University of Idaho
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With its first full-time staff members starting in June 2013, the Doceo Center for Innovation + Learning began its work to improve K-12 teaching and learning in Idaho during the 2013-2014 school year. This report highlights the Center’s efforts for its first academic year of operations, encompassing Fall 2013 and Spring 2014. In this year, the Doceo Center participated in a number of K-12 outreach, research, and university development activities and has produced a number of valuable outcomes focused on improving K-12 teaching and learning in the state of Idaho through effective technology integration.

This report provides an overview of activities and results from the Doceo Center’s first year of operations and is divided into five sections: Background, K-12 Outreach, Research, University Development, and Becoming a National Model.

K-12 Web Systems: A Descriptive Web-Crawling Report on Idaho Schools

University of Idaho
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To understand and support large-scale innovations with technology for K-12 education, it is essential to understand the practices, needs, and interests of K-12 institutions. Web-based information systems are of particular interest, because schools and districts use such systems to support a variety of functions ranging from instruction and classroom management to communications and reporting. Since K-12 institutions may utilize a variety of technologies to meet these needs and systems do not exist to track institutional use of web-systems from year-to-year, this report utilizes web-crawling of K-12 school websites to determine which web systems schools are using and categorizes them in terms of function, cost, and openness.

Results from this study reveal that Idaho K-12 schools utilize a variety of web systems to support local needs. The most prominent systems identified in terms of school adoption include: Google Sites, PowerSchool, Blackboard, Wordpress, SchoolLoop, and Blogspot. Each of these systems is adopted in accordance with either a top-down pattern (i.e. school adoption is led by the district or region) or a bottom-up pattern (i.e. district and regional adoption is led by individual schools). Blogspot is a clear example of bottom-up adoption, while Blackboard is a clear example of top-down adoption.

Teaching with Technology: A Report on Efforts with University of Idaho Faculty

University of Idaho
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As a part of the Doceo Center for Innovation + Learning’s goal to improve student learning across the state of Idaho through effective technology integration, the center provides educators opportunities for professional development. As a team of four, we work to research and disperse innovative practices to further this initiative. While the center’s technology integration specialist for K-12 offers these opportunities to teachers and pre-service teachers serving grades K-12, higher education professionals are often overlooked when it comes to pedagogical development. Therefore, the Doceo Center hired a technology integration specialist for the University of Idaho to fill this gap and offer sessions for higher education faculty.

The Doceo Center is just one of many groups across campus that work to improve pedagogy. It is because of this that we must come to understand how we fit into the campus as a whole and not replicate any already existent efforts. By forming connections across campus, such as collaborating with Distance & Extended Education, we can utilize other resources on campus and widen our impact. Forming connections also allows the center to become familiar with individual college or department initiatives and assist with those when applicable. While the Doceo Center is not the only place on campus that innovation takes place, we seek to act as a hub where innovative efforts come together.

Integrating Technology into the Classroom via Chromebooks Using Preservice Teachers as Community Collaborators

University of Idaho
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An outgrowth of the technological infusion over the past twenty years has been the change in educational programs and staff development. There is continual need to advance and learn the latest technological advances while developing best practices of instruction. A generation of students has grown up in a technological era, comfortable with its use as a result of the resources available in their homes. (Gumbo, Makgato, & Helene, 2012; Lawless & Pellegrino, 2007; Miller, 2012; Schmidt, Baran, Thompson, Mishra, Koehler, & Shin, 2009).

Physical Activity Motion Sensor Technology Validation in Physical Education

University of Idaho
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A sedentary lifestyle poses chronic health risks that have episodic and longitudinal consequences over the lifespan, and have a pediatric origin. In the U.S., 66% of adults and 32% of children demonstrate an unhealthy weight status (Ogden et al., 2008). Impacting youth physical activity (PA) and health requires a multifaceted approach (American Dietetic Association, 2006; Institute of Medicine [IOM], 2012, 2013; United States Department of Health and Human Services [USDHHS] and United States Department of Education [USDE], 2000).

Affordances and Challenges of Technology Use in Grade 5-6 Classrooms on American Indian Reservations

University of Idaho
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Increases in technology are advancing more rapidly than educators are able to incorporate the contemporary technological tools into the classroom. “It is not clear where the line of demarcation lies between what is educationally beneficial and what is simply a demonstration of allowing technology in the classroom, nor is it clear what constitutes a useful part of the learning process” (Peluso, 2012). Using technology within the classroom must have a clear purpose and specific connection to the curriculum.

The Role of Mobile Technologies in Supporting Place-Based STEM Education

University of Idaho
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Education focused on science, technology, engineering, and math (STEM) initiatives is on the rise in the United States (Brown, 2012). The U.S. Department of Education (2007) defines STEM education as “those primarily intended to provide support for, or to strengthen, science, technology, engineering, or mathematics (STEM) education at the elementary and secondary through postgraduate levels, including adult education” (U.S. Department of Education, 2007, p. 11).

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