Leader: Richard F. Schmid
Linked Researchers: Abrami, Philip C. ; Amsel, Rhonda ; Amundsen, Cheryl ; Asuncion, Jennison ; Aulls, Mark W. ; Azevedo, Roger ; Barile, Maria ; Bernard, Robert ; Bracewell, Robert J. ; Brodeur, Monique ; Bures, Eva ; Cardoso, Walcir ; Carliner, Saul ; Chambers, Bette ; Cobb, Thomas Michael ; Coombs, Norman ; Cuneo, Carl ; D'Apollonia, Sylvia ; Davidson, Ann Louise ; Dedic, Helena ; Dehler, Christina ; Desrochers, Alain ; Evans, Mary-Ann ; Farmer, Lesley ; Feenberg, Andrew ; Fichten, Catherine ; Flanagan, Tara ; Hadwin, Allyson ; Havel, Alice ; Henry, Laurie ; Horst, Mary Elizabeth ; Jacobson, Michael J. ; Jorgensen, Shirley ; King, Laura ; Lacroix, Guy ; Lasry, Nathaniel ; Lea, Tess ; Libman, Eva ; Lou, Yiping ; Madden, Nancy ; Meyer, Elizabeth ; Osana, Helena ; Patteson, Ann ; Pierre, Samuel ; Piquette-Tomei, Noella ; Reid, Don ; Rosa, Giordano ; Rosenfield, Steven ; Savage, Robert ; Segalowitz, Norman S. ; Siegel, Linda S. ; Slavin, Robert ; Strobel, Johannes ; Tamim, Rana ; Trofimovich, Pavel ; Upitis, Rena ; Venkatesh, Vivek ; Vázquez-Abad, Jesús ; White, Beverley Joy ; Winne, Philip ; Wise, Alyssa ; Wood, Eileen ; Xin, Cindy
EDUCATIONAL TECHNOLOGY consists of ways to maximize technology's potential to genuinely enhance and transform the way people learn and perform, facilitating understanding and effective practice through evidence-based development and refinement of tools, techniques and understanding. This includes exploring learning, motivational and other intraindividual and interindividual issues in technology integration for learners and educators. Within this axis both primary research and research integrations are used to explore instructional processes and the facilitators and barriers to usability, scalability, and sustainability. There is an emphasis on the development of evidence-based tools from sound theory and research and their validation (i.e., evidence-proven) using high quality research designs, longitudinal in nature, and using psychometrically sound measurement. All learners including those with special needs are studied ensuring that differentiation and inclusivity are considerations.
Some Theme Areas:
The Learning Toolkit consists of three software tools: ABRACADABRA, a tool to promote English literacy among emerging readers, ePEARL, a bilingual, multimedia process portfolio designed to foster the development of self-regulation among students and adults, and ISIS-21, a tool to encourage the development of inquiry skills and information literacy. A fourth tool, to develop students' numeracy skills, is in the planning stages. Plans for the adaptation of ABRACADADRA to teach French first and second language reading are advanced with a prototype already developed and plans for the release of the instructional activities in about two years. These tools are each based on the best available evidence and are designed to meet important educational needs as part of the CSLP's solution-oriented approach. Each tool is validated in numerous ways and importantly serves as a platform for research helping to develop new understandings about the wise use of technology for learning.
Distance and online learning is concerned with the synchronous and asynchronous use of technology for learning. Theme members have explored numerous models of technology use to explain both the nature of use by students and teachers as well as links between those uses and course outcomes and satisfaction ratings. For example, the application of expectancy theory has been used to explain the cluster of factors associated with teacher perceptions of technology integration success expectations, perceived pedagogical value, and personal and professional cost. In addition, the theme members also synthesize both empirical research, policy evidence, and expert opinion in the area and explores the use and adaptation of other tools (e.g., Marginalia).
The Adaptech Research Network (http://www.adaptech.org/) focuses on the accessibility needs of postsecondary students with various disabilities. Adaptech recently examined the accessibility of 18 forms of e-learning, including tools that professors use to teach their courses in class (e.g. PowerPoint), online (e.g. videoclips) and in hybrid courses (e.g. WebCT). It also developed and validated a brief bilingual tool (the POSITIVES Scale) to evaluate how well the access needs of students with different disabilities are being met on Canadian campuses at school, at home, and in e-learning contexts. Given the ubiquity of social media in academic contexts, Adaptech's most recent work is examining accessibility and use of social media among students with disabilities. In forthcoming research it will examine universal instructional design and faculty practices in Québec colleges as well as the relationship between educational technology and the transition to the workplace.
