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Each project year, all higher education institutions were invited to submit research proposals related to the project goals, to extend beyond their integration involvement. Projects were oriented to the particular needs and concerns at each institution. This research collection provides additional information about these projects. Project abstracts are provided below, with links to complete project reports.
Project Abstracts
| North Country | |
| Manchester | |
| Keene State College - Year 1 Technology as a Lever: Effective Practices for Equity KSC Year One Research Report KSC Year One Literature Review |
Abstract: For all of the
emphasis in the last decade on multicultural education, most of today’s
educators need continuing support in the development of curricula and
pedagogies that provide the most equitable learning environments. Teacher
education faculty also need this support to ensure that preservice students,
and those educators seeking continuing professional development, have
the benefit of the most current research on providing equity in education.
This is a particular challenge at Keene State College, where diversity
in the faculty and student body is limited. We recognize that national
and state social studies standards for students, as well as our own
sets of competencies for preservice students, and conceptual framework
for our faculty, state that valuing diversity and striving towards equity
for all are expected. This project seeks to utilize several technology
tools to develop virtual communities of education faculty, in-service
educators, and preservice students with broad diversity experiences.
Through these virtual communities, curriculum planning efforts will
be shared and critiqued. Equity enhancing pedagogies will be discussed
and best practices will be researched. Qualitative assessment of changes
in planning and delivery of education will take place. Changes in use
of the technological tools and in the application of standards will
be assessed quantitatively. Lead Researcher: Ellen L. Nuffer, Ed.D., Keene State College |
| Plymouth State University
- Year 1 Integrating Technology as a Learning Tool in Teacher Preparation Programs and K12 Classrooms PSC Year One Research Report |
Abstract: The purpose
of this study is to explore the perceptions and practices of teacher
preparation program faculty, pre-service teachers, and classroom K-12
teachers in integrating technology as a tool for learning. Data will
be collected through interviews, surveys, distance learning reflections,
and artifacts to investigate the range and complexity of technology-integrated
instruction in teacher preparation programs and K-12 classrooms. A triangulation
of responses will be analyzed for significant technology-related themes
and patterns in pedagogy, student learning, and professional development
in K-16 learning communities. This research will generate a discussion
of the implications for preservice and inservice programs in using technology
an integral part of the teaching and learning process. Lead Researcher: Dr. Dennise Bartelo, Professor of Education and Director of Graduate Studies in Education Content and/or Methods Faculty: Dr. C. Lynn Davis, Assistant Professor of Education and Assistant Graduate Advisor Additional Members: Robert Gadomski, Assistant Principal of Belmont Elementary School William Lander, Principal of Belmont Middle School W. Michael Cozort, Assistant Superintendent of Schools, Shaker Regional Schools Irv Connery, Computer Coordinator at White Mountain Regional School District Don LaPlante, Curriculum Director at White Mountain Regional |
| Plymouth State University
- Year 2 Cognitive Mapping for Connecting Thinking, Technology and Writing PSC Year Two Research Report |
Abstract: The research
study has three components that address an overarching question: "Do
thinking maps and software improve the quality of thinking and writing
at multiple levels?" Component One of the Proposal is an experimental
research project that asks: "Are the writing skills of first year
students in a teacher preparation program significantly improved by
the introduction of cognitive mapping and its associated software?"
Component Two of the Proposal is a qualitative research project that
asks "Does the introduction of Thinking Maps concepts and software
have a positive impact on the instructional strategies of student teachers
and their public school faculty mentors?" Component Three of the
Proposal is a qualitative research project that asks "Does the
continuing in-depth training of higher education faculty in Thinking
Maps concepts and software have a positive effect on thinking processes
and instructional design of those faculty as well as their students?"
Through these three components, we hope to determine whether or not
to more fully implement these theories and technologies into the teacher
preparation and professional development programs. This project will
build on previous research from Year 1 of the PT3 grant. Now that we
have a picture of the extent of technological competence of various
public school and higher education faculty, we will now explore how
the cognitive mapping theory with its related software will impact on
the teaching and learning processes at multiple levels. Lead Researcher: Dr. Kenneth Heuser, Professor of Education and Coordinator of Educational Leadership graduate program Content and/or Methods Faculty: Dr. C. Lynn Davis, Assistant Professor of Education and Assistant Graduate Advisor Additional Members: Dr. David Hyerle, Sarah Curtis, Daniel Cherry |
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| Rivier College - Year 1 Connecting Higher Education Resources in Science and Social Studies to Teachers (CHRSST) RIV Year One Research Report |
Abstract: The goal of
the CHRSST Project is to increase the technological competence of IHE
professors through participation in a K-16 virtual partnership. The
partnership will increase the content knowledge of elementary school
preservice and inservice teachers in science and social studies through
web-based, moderated, threaded discussions. Lead Researcher: Dr. Christy Hammer, Education Department Content and/or Methods Faculty: Dr. Martin Menke, History Department; Dr. George Kaloudis, Political Science Department; Dr. William Totherow, Chemistry Department; Dr. David Burgess, Physics Department; Dr. Richard Harrington, Biology Department; Dr. Paul Reinbold, Education Department (Science Methods); Dr. Christy Hammer, Education Department (Social Studies Methods); Cathy LaSalle, Integration Monitor |
| Rivier College - Year 2
Connecting Higher Education Resources in Science and Social Studies to Teachers (CHRSST, Continuation of Year 1) Rivier Year Two Research Report |
Abstract: Building on
the successes and correcting for the shortcomings of the pilot year,
the Rivier College FY2002 CHRSST project continues to use a web-mediated
communication tool to connect education and content professors at Rivier
to public school preservice and inservice teachers with the goal of
increasing teacher content knowledge of the NHEIAP science and social
studies curriculum frameworks. Additional goals include 1) increasing
the technology knowledge of content and education professors that teach
future teachers; 2) increasing the technology knowledge of mentor teachers
and preservice teachers, and, 3) using technology to strengthen the
connections between education and content departments at the IHE level.
The FY2002 proposal doubles the project length and scope, and adds a
Special Education component focusing on inclusion issues for mainstream
teachers, doubles the number of inservice teacher participants, and
assures that at least 10 preservice teachers participate. Lead Researcher:
Dr. Christy Hammer, Social Studies Methods Professor, Education Department Content and/or Methods Faculty: Dr. Martin Menke, History Department; Dr. George Kaloudis, Political Science Department; Dr. William Totherow, Chemistry Department; Dr. David Burgess, Physics Department; Dr. Richard Harrington, Biology Department; Dr. Paul Reinbold, Education Department (Science Methods); Dr. Christy Hammer, Education Department (Social Studies Methods); Cathy LaSalle, Integration Monitor; Susan Gately, Special Education Specialist, Education Department |
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| Southern NH University
(NHC) - Year 1 Understanding “best practice” for Second Career Teachers SNHUa Year One Research Report |
Abstract: This research
effort will focus nontraditional (second career) students who are prospective
teachers. The central theme for this effort will be identifying their
specific needs as teacher education students and, more importantly,
as future teachers. The few published studies that exist confirm that
Nontraditional students face a different set of challenges than do traditional
beginning teachers. The role of technology as a communication tool,
resource gateway, or learning platform is not even mentioned. This proposed
research effort will identify “best practices” for creating
Teacher education programs for teaching experienced adults with novice
teacher needs. Lead Researcher: Lelija Roy, Ed.D. Content and/or Methods Faculty: Second Career Preservice Teachers at a number of IHE partner Additional Members: Students as study participants and Five PT3 Partners TBA |
| Southern NH University
(NHC) - Year 1 Creating the Online Learning Community at NHC SNHUb Year One Research Report |
Abstract: NHC's Technology
Vision (15 June, 1999) speaks of a technology-enhanced teaching and
learning environment where workspaces, discussion groups, bulletin boards,
chat rooms and conferences occur online. The PT3 project being proposed
extends this vision to the Online Learning Community specifically designed
to support preservice teacher candidates. This is essentially a proposal
to make this “vision” real. Lead Researcher: Lelija Roy, Ed.D. Content and/or Methods Faculty: Jane Satero Legacy, Ed.D. (or other faculty member TBA) Additional Members: Other faculty, students, alumni, mentors TBA |
| Southern NH University
- Year 2 Self Efficacy of NH Teachers/Preservice/IHE Faculty with Integration
of Technology SNHU Year Two Research Report |
Abstract: This project
focuses on “self-efficacy” of NH Teachers during the change
process of technology integration. “Self-efficacy” is defined
as the extent to which the individual believes they are capable of performing
the action necessary to produce desired results. Hypothesis--“Successful
technology integration depends on acquiring skills (measured by Levels
of Technology Integration (LoTi)) AND enhanced “self-efficacy”
(measured by Concerns Based Adoption Model (CBAM). By understanding
the LoTi/CBAM profiles, this study informs the professional development
evaluation as well as enhancing our ability to successfully navigate
the change process central to the technology integration and adoption
rate. Lead Researcher: Dr. Jane Legacy Content and/or Methods Faculty: Dr. Marsha Carter , Dr. Lelija Roy, Dr. Susan Schragle-Law |
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| University of New Hampshire
- Year 3 Pre-service Middle School Teachers Reflecting on Instructional Practice Through Technology |
Abstract: Our teacher
education program encourages pre-service interns to improve their teaching
by engaging in self-reflective practices, such as leading a colloquium
on an important pedagogical question. However, faculty have not systematically
investigated the format and results of colloquia to determine its benefit.
This study will examine changes in interns' teaching practices and beliefs
as they are guided by a mentor teacher and university faculty in building
an electronic Exhibit of Practice as their colloquium. Evidence for
change will be gathered from classroom observations of teaching, interviews,
journal reflections, and the final Exhibits. This research contributes
to the technology skills and practices of higher education faculty and
pre-service teachers and to the development of expertise in K-12 faculty.
Co-lead Researchers: Dr. Eleanor Abrams, Associate Professor, University of New Hampshire; Dr. Michael Middleton, Assistant Professor, University of New Hampshire Additional Members: Michael Gillett, Media Specialist, University of New Hampshire; Jason Demers, Middle School Teacher, Oyster River Middle School; Sarah Demby, Teaching Intern, Oyster River Middle School; Samantha Hegger, Teaching Intern, Oyster River Middle School; Sarah Hughes, Teaching Intern, Oyster River Middle School ;Timothy Murphy, Teaching Intern, Oyster River Middle School |
| Upper Valley Teacher Institute
- Year 1 The Virtual Classroom: Mentoring and Modeling for the Mature Learner in Preservice Teacher Training UVTI Year One Research Report |
Abstract: The research
project will focus on two questions:
1) The mature learner brings unique learning needs to pre-service teacher training, including a wide range of comfort and experience with technology. How can the virtual classroom accommodate those needs, and simultaneously provide the instruction and modeling that enables these teachers to integrate technology into their own instructional practice?Lead Researcher: Maryanne P. Murach, Adjunct Faculty, UVTI Content and/or Methods Faculty: James H. Nourse, Executive Director, UVTI; Susan B. Lamdin, Assistant Director, UVTI; Mary Victor Giersch, Program Supervisor, UVTI; Lisa Kaija, Program Supervisor, UVTI; Martha Whitney, Program Supervisor, UVTI; Zooey Zullo, Program Supervisor, UVTI; Joanne Tuxbury, Workshop Presentor, Sunapee Elementary; Additional Members: Dan Hudkins, Technology Director, Sunapee School District |
| Upper Valley Teacher Institute
- Year 2 Electronic Mentoring of Lateral-Entry Learners in Pre-service Teacher Training |
Abstract: The purpose
of this study is to determine whether electronic mentoring by supervisors,
mentors and peers improves the practicum experience of lateral-entry,
career change, adult learners (interns) during their pre-service teacher
training.
1. Does electronic mentoring change the relationship between student and mentors, and learning and knowledge? (Hasselbring, Barron, and Risko, 2000, p.15).Lead Researcher: Maryanne P. Murach, Adjunct Faculty, UVTI Content and/or Methods Faculty: James H. Nourse, Executive Director and Supervisor, UVTI; Lisa Q. Kaija, Assistant Director and Supervisor, UVTI; Dan Hudkins, Information Technology Coordinator, Sunapee School District; Additional Members and Affiliation: Joanna Carr, UVTI Program Supervisor and Instructor; Dale Gilson, UVTI Program Supervisor; Frank Gould, UVTI Program Supervisor; Mary Victor Giersch, UVTI Program Supervisor; Ashley Milliken, UVTI Program Supervisor; Marty Whitney, UVTI Program Supervisor and Instructor; Janet Zullo, UVTI Program Supervisor and Instructor; Joanne Tuxbury, Instructor, UVTI – Grade 4 Teacher, Sunapee Elementary School |