ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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Description
A reform movement in the United States has focused on STEM education and 21st century soft skills such as critical thinking, communication, collaboration, and creativity. This spotlight on STEM instruction provided an opportunity to explore how K-14 STEM teacher participants perceived a Design Thinking Instructional Problems (DTIP) approach to developing instructional lessons. The study used a convergent parallel mixed-methods design with a survey instrument and a multiple case study focused on K-14 in-service STEM teachers. Data were collected from teacher participants during two five-week summer Research Experience for Teachers (RET) programs as part of two separate National Science Foundation (NSF) funded Engineering Research Centers (ERC) located at a large southwestern university in the United States (n=16). The study was conducted over three phases. During Phase I and II, teacher participants experienced a Design Thinking Overview workshop and weekly DTIP professional development sessions to facilitate the development of an RET instructional lesson. Pre- and post-program DTIP surveys and background interviews were conducted with all teacher participants (n=16). From this original group, teacher participants were selected as cases. Implementation observations and post-implementation interviews were conducted with these case-teachers (n=10). The study included frequency analysis and descriptive statistics of survey data. Qualitative data were analyzed using direct interpretation, thematic analysis, and open coding with the constant comparative method. A variety of arrays, summaries, and matrices were used to visualize patterns across and within individual case-teacher results. All 16 teacher participants viewed themselves as designers solving complex instructional problems. All 16 teacher participants found the DTIP professional development sessions to have somewhat to very much provided additional value during their RET summer programs. Six of the 10 case-teachers perceived the DTIP model graphic as mostly to completely corresponding to the way in which they developed their RET instructional lesson. Lastly, eight of the 10 case-teachers chose to embed a Design Thinking student learning strategy into the RET instructional lesson they developed.
ContributorsElwood, Kristin (Author) / Savenye, Wilhelmina (Thesis advisor) / Jordan, Michelle E (Committee member) / Henriksen, Danah (Committee member) / Mishra, Punya (Committee member) / Arizona State University (Publisher)
Created2018
Description
To address national technology standards for PK-12 educators and accreditation requirements, Mary Lou Fulton Teachers College has developed an approach to preparing its teacher candidates by infusing technological learning experiences in its preparation programs. Faculty members have been expected to teach with technology, model various levels of technology integration, and provide their students with appropriate learning to develop their digital pedagogy skills. Part-time faculty members have been responsible for teaching courses with these requirements but often lacked access to professional development opportunities and support. The lead technology strategist in the college determined these part-time instructors needed improved strategies for knowledge development, support, and networking. Thus, an online community of practice was created as a potential solution to this problem of practice. This mixed methods study examined how part-time instructors participated in an online community of practice (OCoP) housed in two digital platforms, Canvas and Slack. Elements of the OCoP included learning sessions and resources based upon the Teacher Educator Technology Competencies (TETCs), the Technological Pedagogical Content (TPACK) framework, and elements integral to communities of practice. The investigation included measuring the influence of the OCoP on participants’ technology knowledge, technology skills, technology use, and technological self-efficacy. Participants were part-time faculty members responsible for teaching courses in various teacher preparation programs in the college. Data from the study included survey data, Canvas and Slack analytics describing use, lesson analyses and observational notes, and interviews. Results suggested the OCoP was an effective intervention for the purpose of providing digital connections for part-time faculty to develop professionally with respect to teaching with technology. Participants displayed an increase in TPACK, TETC, and self-efficacy construct scores and demonstrated development in technology knowledge, technology skills, technology use, and technological self-efficacy. The discussion focused on describing the complementarity of the quantitative and qualitative data, explaining the findings in relation to the literature, and presenting limitations, implications for practice and research, lessons learned, and conclusions.
ContributorsDonner, Jodie (Author) / Buss, Ray R (Thesis advisor) / Henriksen, Danah (Committee member) / Lindsey, LeeAnn (Committee member) / Arizona State University (Publisher)
Created2021