Education

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Teacher education is situated within the unit of Curriculum & Instruction (C&I) of the Department of Education, which is resident in the College of Education, Health & Human Development. The pre-service and in-service teacher education programs in the Department of Education have been designed to provide a rich, balanced education, firmly grounded in the liberal arts and contextualized in professional preparation coursework based on current educational theory and praxis.

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Author: search.filters.author.Foulger, Teresa S.

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    Novice Researchers Find their Power: Using Technology to Support the Development of Doctoral Students
    (2012) Ewbank, Ann D.; Foulger, Teresa S.; Wetzel, Keith A.
    This study examines innovative technology uses of proficient doctoral students in action research and uses the findings for doctoral program planning and revision. The authors conducted an environmental scan of students’ uses of technology to support their work throughout the dissertation process. They identified one to three students in each phase of the action research cycle, called “power users,” who innovatively used technology. Rogers’ (2003) theory of diffusion suggests that, as a result of the understandings from this study, the faculty-researchers are gatekeepers, responsible for systematically addressing the diffusion of technology. Recommendations include the adoption of a shared technology vision and leveraging the power users’ skills through the doctoral program.
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    License to drive: Safe social networking use in innovative schools
    (2013-03) Foulger, Teresa S.; Ewbank, Ann D.; Carter, Heather L.; Reicks, P.; Darby, S.
    This article advocates for the use of social networking tools as a way for teachers and students to enrich learning possibilities. While some school systems resist the use of social networking tools for learning purposes, others are moving forward with this idea. There is clearly a need for policy that will guide the decision-making and peda-gogical orientations of school administrators and teachers. The authors suggest that policy surrounding the use of social networking tools such as Facebook, Twitter, and Instagram take into account two equally important objectives: innovation and safety . They propose that educational institutions create policies that empower learners to strengthen their communication skills, expand global perspectives, and create unlimited networking capacity.
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    Moral spaces in MySpace: Preservice teachers’ perspectives about ethical issues in social networking
    (2009-01) Foulger, Teresa S.; Ewbank, Ann D.; Kay, Adam; Osborn Popp, Sharon; Carter, Heather L.
    My Space and Facebook are innovative digital communication tools that surpass traditional means of social interaction. However, in some instances in which educators have used these tools, public reactions to them have resulted in sanctions. With the notion that traditional ideas of privacy and teacher conduct are not yet defined in online worlds, the researchers developed a case-based reasoning intervention to support more informed decisions by preservice teachers. The case-based coursework led students to perceive a need for more definitive guidelines about their participation in social networking spaces. The findings have professional development implications for educators and educational institutions that wish to harness the positive potential of social networking tools without risking professional status.
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