Scholarship & Research
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Item Integrating universal design for learning in online math education: the Desmos experience(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Wiehe, Blake Skyler; Chairperson, Graduate Committee: Nick LuxThe Universal Design for Learning (UDL) framework is a modern neuroscientific approach to creating learning experiences that are highly accessible and engaging for all students. Despite the growing evidence supporting the theory of UDL, the literature significantly lacks examples of the practical application of UDL principles in curricular resources. This study was designed to investigate an online math learning platform that claims to be developed according to the UDL Guidelines. The purpose of this study is to illustrate the practical application of various UDL Guidelines within the Desmos middle school math platform. The UDL Guidelines served as the basis for this analysis, mapping the data collection and analysis according to the checkpoints that substantiate the nine UDL Guidelines. Through the analysis of six randomly chosen Desmos units from sixth through eighth grade, the results suggest that Desmos substantiates their claim to UDL-alignment through a host of interactive, customizable, and highly relevant learning experiences. The Desmos platform lacks certain features like layout customization, hyperlinked vocabulary support, and activation of background knowledge that could further bolster its alignment to the UDL Guidelines. However, the alignment examples discovered offer a window into UDL-aligned design thinking that can serve as inspiration for external curriculum developers and educators looking to create their own UDL learning experiences. This study was a pilot attempt at characterizing UDL design thinking found within an existing curriculum. Future studies analyzing other curricular resources for UDL alignment are warranted, along with further investigations into the impact of those platforms on student achievement.Item Examining the experiences of teachers in online professional development: a teacher education twitter-based professional learning network(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Nusbaum, Rebecca Mae; Chairperson, Graduate Committee: Carrie B. Myers and Nick Lux (co-chair)Teacher Education Twitter-based Professional Learning Networks, commonly referred to as 'EdChats,' have increased rampantly in number and in reach over the past decade. Global, national, and local reforms tout EdChats as an effective learning platform and an innovative form of Professional Development, yet the EdChat trend is new enough that it has not developed research depth. EdChats provide a supplementary solution to traditional district-mandated auditorium Professional Development models. EdChat models often leverage social constructionist and constructivist learning paradigms in a highly accessible ubiquitous environment. Uniquely, EdChats seemingly highlight educators as self-directed learners who are seeking to curate their own learning trajectory to ultimately improve their practice. This qualitative study was framed from Garrison, Anderson and Archer's (2000) Community of Inquiry, as it sought to examine reported experiences through social presence, teacher presence, and cognitive presence. Intersection of these three areas provides relevant criteria for online learning analysis, and heavily aligns with educational experience at the crux of the model. This study served to examine reported overall learning experience of #MTEdChat participants through three guided research questions: learning experience, assumed learning roles, and how they learned from varied perspectives. The participants included 10 educators who met the following criteria: (1) being an in-service or pre-service K-12 educator: teacher, principal, coach, or school administrator, and (2) having participated in #MTEDCHAT one time or more. Participants were interviewed through secure video conference, their interviews were transcribed and analyzed, and emergent categories were developed. The data was analyzed using open codes and further analyzed through categories and emergent themes. Key findings revealed that learning experiences were comprised of three recursive buckets of learning, as described through: interpersonal, intrapersonal, and social capital. Participants revealed how these three primary areas helped to construct their reported learning experiences. Findings illustrate the value of learning reciprocally in a group, and how social capital can effectively facilitate learning. Also telling was the identifiable connection between a geographically boundless environment and the varied perspectives that it yields. Reported learning experiences provide relevance and prompt future use and recommended improvements.Item Effect of the use of an Internet-based 'problem of the week' on high school geometry student problem-solving achievement and attitudes toward mathematics(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Goudelock, Clifford P.Item The relationship between a school district's perceived progress in implementing a school technology plan which uses Internet access and on-line educational resources and a set of school district characteristics(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Miller, Kirk J.Item Assumptions constructing a school superintendent's mental model for technology use(Montana State University - Bozeman, College of Education, Health & Human Development, 2009) Anderson, Allan Lawrence; Chairperson, Graduate Committee: William Ruff.The continual innovation with technology in the world has caused many significant changes which have affected Montana superintendents' managerial, instruction, and political roles. The political environments of NCLB and community technology expectations created a unique context for the superintendent of the case study. Montana superintendents are learning to integrate technology into their roles to improve schools and increasing student growth. Approaches a Montana superintendent with a "high reputation" for technology implemented into his roles to improve schools and increase student achievement are documented in the study. Reasons for implementing the technological approaches answered research questions focusing on assumptions held in mental models. Case study research with a mental model theoretical framework was used to describe technological approaches the superintendent integrated into his roles. Interviews, observations, field notes, and artifacts provided data required to describe the technological approaches. Assumptions clustered together provided the insight to understand technology approaches from emerging themes. Assumptions were drawn from themes and checked with the superintendent. The superintendent managed his district resources in essentially a paperless office. Student records were managed with technology in his schools. Internet connections made communication instant. The assumptions of efficiency drove decisions to implement managerial technology approaches. The superintendent's belief that students preferred learning with technology indicated a student-centered instructional leadership style. The superintendent believed tapping into students' interest in technology was a way to motivate them. The superintendent believed that alignment of student learning preferences with instruction was important. To integrate technology into instruction required professional development in order to make teachers comfortable infusing technology into instruction to deliver content, technological assessment approaches, and continuous visibility to sustain political support. The assumptions held by the superintendent that affected the superintendent's approaches to integrate technology through his roles were 1) leadership's belief that student learning preferences with technology were important, 2) leadership belief that technological learning and instruction should be aligned, 3) leadership's belief that teachers needed professional development to become comfortable with technology, 4) leadership's belief that alternative technological assessment data were superior to yearly AYP results, and 5) leadership's skills in fostering supportive relationships created a political shared will.