Browsing by Author "Price, Jeremy"

Now showing 1 - 9 of 9
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    Can You Picture This? Preservice Teachers’ Drawings and Pedagogical Beliefs About Teaching With Technology
    (Society for Information Technology & Teacher Education, 2021-09) Lindstrom, Denise; Jones, Gwen; Price, Jeremy
    This study was conducted in the context of an introductory three-credit course in a master of arts and teacher certification program offered at a large land grant public university in the U.S. Mid-Atlantic region. Researchers examined preservice teacher drawings of teaching with technology and their reflection on their drawings to identify their pedagogical beliefs. Unlike prior research that shows classroom technology is mainly used by the teacher, most of the drawings in this study depicted students using handheld technology, an indication of more student-centered teaching. However, analysis of preservice teacher descriptions of the drawings shows that change in preservice teacher depictions of teaching with technology is likely the result of more ubiquitous access to handheld technology in K-12 schools rather than a change in pedagogical beliefs. The researchers suggest that teacher educators should work to develop preservice teachers’ technological pedagogical content knowledge to facilitate technology integration to support constructivist teaching practices.
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    The e-OSCE and Social Work Education: Creating Authentic, High-Impact Practice Learning Opportunities for Students
    (2023-01) Wolfe-Taylor, Samantha N.; Khaja, Khadija; Wilkerson, David; Brown, James; Price, Jeremy
    Advances in technology, non-traditional students, and a new generation of elearners all challenge institutions of higher learning to support innovations that create relevant distance education opportunities for their students. Due to the COVID-19 pandemic dramatic shifts to education occurred, requiring schools of social work to consider new ways to prepare students for the field and new evaluation methods of students’ practice skills. Smoyer and colleagues explored this further in their study on BSW students’ experiences in distance education during the pandemic and found when students were unexpectedly thrust into online learning platforms most were able to learn online; however, substantive interactivity and synchronous engagement were factors that were necessary to maintain student overall satisfaction in the distance learning environment. In addition, they point out the need for interactive technology in online social work classrooms to simulate the human interaction that is essential to student learning and practice. The online objective, structured clinical examination (e-OSCE) is one form of online simulation-based learning that offers highly interactive and engaging HIP learning opportunities for social work students. The OSCE is a standardized, valid, and reliable assessment method that social work education programs use to ensure successful practice skills development. This study used a qualitative, exploratory embedded single-case method to investigate online MSW students’ experiences participating in an e-OSCE, their perspectives on the use of an e-OSCE in online social work education, and future practice considerations students identify upon completing the e-OSCE.
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    Infrastructures for Empowering Networks To Promote Equitable and Inclusive Change
    (2024) Price, Jeremy
    Dr. Price discuss his work on creating equitable, inclusive, and supportive learning environments through community-engaged research. He and his team have partnered with families, educators, and institutions on projects like a statewide initiative for culturally responsive remote teaching during the COVID-19 pandemic, and efforts in the Near East Side of Indianapolis to develop place-centered, culturally sustaining STEM learning environments. Join this conversation to learn how Dr. Price has transformed theoretical frameworks from the social studies of science and technology into practical strategies and concrete infrastructures for effective community collaboration.
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    Multimedia Educative Curriculum Materials: Designing Digital Supports for Learning to Teach Scientific Argumentation
    (International Society of the Learning Sciences, 2014) Loper, Suzanna; McNeill, Katherine L.; Peck, Raphaela; Price, Jeremy; Barber, Jacqueline
    We report on work in progress from a research and development project in which we are designing digital supports to help middle school science teachers teach the practice of scientific argumentation. These supports include educative, teacher-facing videos embedded in a digital teacher's guide. In the first phase of the project we developed a framework to guide video development and produced twelve prototype videos. This paper describes the iterative design process for the framework and videos, in which we incorporated evidence from analysis of classroom video, teacher interviews, and teacher focus groups in order to create a design framework aimed to maximize the quality and practicality of the videos.
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    Quality, Not Quantity: Metrics Made for Community Engaged Research
    (2024-09-19) Price, Jeremy
    Without a doubt, an intense focus on numbers and metrics is the current zeitgeist of higher education. When community-engaged researchers and their supporters meet, the question “What are our metrics?” often arises. While metrics are typically used to support market-driven goals and can oversimplify complex research-such as community engaged scholarship-they can also be valuable when used grounded in a humanizing and relational stance. Dr. Jeremy Price, supported by the CUMU-Collaboratory Fellowship, has been developing a set of metrics that better capture the true essence of community-engaged research. These new metrics consider the full context, relationships, and efforts involved in this type of work. Drawing inspiration from Neil Postman’s constructive approach to change, Dr. Price will discuss the benefits, challenges, and opportunities that come with using these more human-centered metrics.
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    RAPID: DRL-AI: Investigating A Community-Inclusive AI Chatbot to Support Teachers in Developing Culturally Focused and Universally Designed STEM Activities
    (2024-09-14) Price, Jeremy; Chakraborty, Sunandan
    Research to uncover and build out the initial feature set for a generative AI chatbot to support teachers in developing more culturally responsive and sustaining STEM lesson plans and activities.
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    Transformative Praxis: A Critical Design Framework for Belonging and Inclusion in Technology-Rich Learning Spaces
    (Indiana University Press, 2023) Price, Jeremy; Smith, Je' Nobia; Fox, Alexandria
    Drawing on transformative, critical, and culturally responsive and sustaining traditions of pedagogy and instructional design, we present a technology-focused framework for decentering normative forces along the lines of race, ethnicity, class, language, religion, ability, sex, and gender in online higher education learning spaces that honors each participant for who they are with respect to their identity markers and their intersectional community memberships to promote inclusion and belonging. These normative forces—which simultaneously crowd out and make hypervisible diverse identities—predispose the ends and processes of teaching and learning and structure the nature of academic disciplines. This is particularly apparent online where engagement is decoupled from traditional anchors of relationships and influenced by difference-blind neoliberal perspectives. In response, we provide a framework for inclusion and belonging along two vectors. The first vector is a critical design process inspired by backward design principles: inquiring, translating, activating, and reflecting. The second is a set of inclusive considerations grounded in culturally relevant and responsive pedagogy and the Universal Design for Learning framework: asset-based frames, authentic multiple modes, and mixed mirrors and windows. This process includes an opportunity to interrogate the role of technology as a mediator of learning and teaching for belonging. We further assert that the instructor also needs to engage in identity work to interrogate their positionality in online environments with respect to not only observable and cultural identity markers but also academic disciplinary identity. To illustrate our framework, we provide reflections on the design and enactment of online and technology-rich activity structures that promote inclusion and belonging.
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    Transformative Praxis: A Critical Design Framework for Inclusion in Technology-Rich Learning Spaces
    (Indiana University Press, 2023) Price, Jeremy; Smith, Je' Nobia; Fox, Alexandria
    Drawing on transformative, critical, and culturally responsive and sustaining traditions of pedagogy and instructional design, we present a technology-focused framework for decentering normative forces along the lines of race, ethnicity, class, language, religion, ability, sex, and gender in online higher education learning spaces that honors each participant for who they are with respect to their identity markers and their intersectional community memberships to promote inclusion and belonging. These normative forces—which simultaneously crowd out and make hypervisible diverse identities—predispose the ends and processes of teaching and learning and structure the nature of academic disciplines. This is particularly apparent online where engagement is decoupled from traditional anchors of relationships and influenced by difference-blind neoliberal perspectives. In response, we provide a framework for inclusion and belonging along two vectors. The first vector is a critical design process inspired by backward design principles: inquiring, translating, activating, and reflecting. The second is a set of inclusive considerations grounded in culturally relevant and responsive pedagogy and the Universal Design for Learning framework: asset-based frames, authentic multiple modes, and mixed mirrors and windows. This process includes an opportunity to interrogate the role of technology as a mediator of learning and teaching for belonging. We further assert that the instructor also needs to engage in identity work to interrogate their positionality in online environments with respect to not only observable and cultural identity markers but also academic disciplinary identity. To illustrate our framework, we provide reflections on the design and enactment of online and technology-rich activity structures that promote inclusion and belonging.
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    Understanding STEM from Students’ Perspectives: Exploring Students’ Lived Communities and the Learning Communities They Wish to Create
    (IUPUI Office of Community Engagement, 2023) Price, Jeremy; School of Education
    Community engagement in STEM learning and teaching largely focuses on citizen science projects, serving the needs and goals of the largely white and male dominated STEM fields with only cursory attention to the lived experiences and narratives of the learners who engage in these experiences (Mahmoudi et al., 2022; Rautio et al., 2022). This article explores the ways in which researchers can work with students to uncover the ways in which they experience learning environments, and pathways for change according to their community memberships, aspirations, and goals. Participants in this research are high school biology students in a diverse mid-suburban city. To understand their perspectives, students participated in activity structures grounded in anthropological methods including ethnographic interviews (Emerson et al., 1995; Spradley, 1979), illustrations (Haney et al., 2004), pile sorts (Boster, 1994; Ryan & Bernard, 2003), and ranking (Smith & Borgatti, 1997; Thompson & Juan, 2006). Moving between consensus and individuals, this research demonstrates the ways in which students’ critical and meaningful experiences and aspirations can be understood and heard.