Scholarly Publication Briefs and Links to Full Articles
Dr. Joyce Pittman
Example 1: Journal of Interactive Online Learning (Refereed/Peer-Reviewed)
Volume 5, Number 1, Spring 2006
Technology-Enabled Content in Engineering Technology and Applied Science Curriculum: Implications for Online Content Development in Teacher Education
Joyce Pittman
Eugene Rutz
Virginia Elkins
University of Cincinnati
Eugene Rutz
Virginia Elkins
University of Cincinnati
Abstract
This preliminary study compared the effects of technology-enabled courses and face-to-face instruction using student learning styles and student preferences for content types. Two groups of students enrolled in problem-based courses (one in the College of Engineering and the other in the College of Applied Science) were included in this quasi-experimental research. A survey was used to collect information about the students’ preference for content types. Kolb’s Learning Styles Inventory was used to measure student learning styles preferences. The results indicated an expected preference in the engineering technology disciplines for concrete experience over abstract conceptualization. Neither the delivery medium nor the content type (face-face or online) had any statistically significant impact on students’ final performance. A significant finding was that both group profiles suggested differing needs for presentation of content and learning styles for students in the two colleges. The conclusion was that learning styles could influence content type preferences among students in either environment (face-to-face or online) but this hypothesis needs more research.
The Journal of Interactive Online Learning focuses on providing a venue for manuscripts, critical essays, and reviews that encompass disciplinary and interdisciplinary perspectives in regards to issues related to higher-level learning outcomes.
The Journal of Interactive Online Learning is published by a joint effort of The University of Alabama, the University of Texas at Tyler, The University of Idaho, as well as other faculty from other institutions.
The Journal of Interactive Online Learning is published by a joint effort of The University of Alabama, the University of Texas at Tyler, The University of Idaho, as well as other faculty from other institutions.
This peer-reviewed journal of theory, research, and practice in interactive online learning serving all disciplines aims to:
- Provide a forum for the dissemination of research on interactive online education
- Disseminate ideas that enhance the practical aspects of interactive online education
- Further knowledge and understanding of emerging innovations in online education
- Foster debate about the use and application of online education
JIOL Notes and Accomplishments
JIOL has an 11% acceptance rate making this appealing to those accepted authors.
Example 2:
Pittman, J. (2007) ERIC #:
EJ801415 Title:
Converging Instructional Technology and Critical Intercultural Pedagogy in Teacher Education Authors:
Pittman, Joyce Descriptors:
Cultural Pluralism; Literature Reviews; Educational Technology; Teacher Education; Curriculum Development; Teacher Educators; Multicultural Education; Global Education; Models; Teaching Methods; Internet; Technology Integration; Preservice Teacher Education Source:
Multicultural Education & Technology Journal, v1 n4 p200-221 2007 More Info:
Help Peer-Reviewed:
Help Peer-Reviewed: 
Emerald. 875 Massachusetts Avenue 7th Floor, Cambridge, MA 02139. Tel: 888-622-0075; Fax: 617-354-6875; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com Publication Date:
2007-00-00 Pages:
22 Pub Types:
Information Analyses; Journal Articles
Abstract:
Purpose: This paper aims to postulate an emerging unified cultural-convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that extends beyond web-learning technologies to inculcate inclusive pedagogy in teacher education. Design/methodology/approach: The paper explores the literature and a tech-infused multicultural learning community to identify what a unified cultural-convergence theory might consist of and how it could be shaped to align instructional technology and critical ICE in teacher education. Four questions are asked: What key learning do these two disciplines make available to teachers and educators that are essential for today's highly diverse, complex classrooms? What can we draw from a convergence of multiculturalism and global education that will help us derive a new theoretical understanding of a unified cultural-convergence theory to connect IT and ICE education? What knowledge, skills and dispositions comprise three essential components of this literature synthesis? How can this new unified cultural-convergence theory and relevant components be taught, practiced, and measured? The paper contains several tables, figures and over 50 sources in the research bibliography that were selected from a review and analysis of 100 documents. Findings: The paper discovered instructional technology and intercultural educators employed web-learning technologies in very similar ways to position critical ICE strategies into programs or courses in teacher education. The learning technologies models that were attempting to support multicultural education (MCE)/ICE and IT education included corporate, universities, research centers, schools, and government partners. Reportedly, according to the research, teacher educators in IT education do not employ instructional technology practices that differ from practices that are needed or valued by MCE educators to merge critical intercultural structures into teacher education through web-learning technologies. This was good news as the researcher moves toward a recommendation for a research agenda that could be shared by educators from the two groups. Research limitations/implications: The paper is limited to literature reviews, reports, and evaluation documents. Originality/value: The paper offers implications for curriculum development in educational technology and MCE using ICTs. (Contains 1 table and 2 figures.)
Journal overview
Complexities of cultural diversity are interwoven into the social fabric of regions, states and transnational communities, and this is viewed as one of the most significant socio-economic challenges of this decade. According to several projections, by the year 2020, national student populations will be represented by students from diverse ethnic backgrounds.
Despite initiatives to foster positive and productive relationships among culturally diverse learners, there is a distinct gap between theory and practice, and this is compounded when considering the use of information and communications technologies (ICT). This is evidenced by unequal access to educational technology and limited support for the educational development of the ethinic minority and migrant learners.
ICT has enormous potential to address exclusion and inequality: "inclusion through learning innovation". Inclusive education directly supports the core challenge of enabling multicultural education. The Multicultural Education & Technology Journal (METJ) will undertake a key role in supporting educational change through providing access to research and practice in the multicultural education and learning technologies interface.
METJ offers both contributors and subscribers the opportunity to examine the role of learning technologies in supporting multicultural education from a comprehensive multidisciplinary and geographic perspective.
Editorial objectives
The editorial objectives and coverage focus on:
- Fostering research into the management of multicultural education and technology
- Understanding multicultural education in the context of teacher-learner equity
- Highlight the role of learning technologies in supporting multicultural education and international education provision
- Enabling learners to collaborate more effectively across ethnic, cultural and linguistic lines.
METJ provides an international, peer-reviewed forum to explore the learning technology and multicultural education interface in various educational settings, with a particular focus on the Americas, Europe, Asia and Africa. Attention is also given to secular and non-secular education. Published quarterly, the journal publishes:
- Original, theoretical and applied articles by leading international scholars, expert consultants and respected practitioners;
- Book reviews summarizing content and assessing relevance of the material to multicultural education and technology.
METJ welcomes papers from all of the major disciplines in education and educational technology studies. Each article is subjected to peer review to ensure the journal is authoritative, accessible and relevant.
Example 3: Book Chapter
http://www.springerlink.com/content/j176004768405856/
| Critical Success Factors in Moving Toward Digital Equity
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Joyce Pittman3, Robert T. McLaughlin4 and Bonnie Bracey-Sutton5
The aim of this chapter is to focus on critical success factors for moving education towards digital equity to support learning opportunities worldwide. The limited access and use of Information Technologies (IT) are widely regarded as a global challenge that exclude individuals, schools, educational systems and communities from opportunities to experience powerful learning chances made possible with information technologies. This chapter is focused on understanding the factors that are embedded in successful efforts to move toward digital equity in different contexts. Dimensions for digital equity (Resta & Laferrière, 2008) are used for identifying success factors to foster widespread awareness about the potential value of learning technologies. The chapter discusses several exemplary efforts to help bridge the digital divide and the factors that appear to have contributed to their success. The examples from different parts of the world illustrate how advanced information technologies can enhance teacher effectiveness and learner achievement in culturally and socio-economically diverse contexts. Keywords IT success factors - Digital divide - Cultural relevant content - Cultural diversity - Teacher support  |
PDF (155.8 KB)Example 4: May 2008 Didactics World Magazine
Cover Story - Feature
MEETING NEEDS OF DIVERSE LEARNERS WITH TECHNOLOGY
Joyce Pittman, Ph.D.
"People who have strong beliefs in their capabilities approach difficult tasks as challenges to be mastered rather than threats to be avoided. Such an affirmative orientation fosters interest and engrossing involvement in activities".
Creating active learning solutions in higher education to ensure a high quality education for diverse learners seems to many educators a daunting effort. Universities throughout the world and in the Middle East are experiencing increasing populations of learners who are global thinkers, diverse and complex in their learning needs due to language, gender, ethnic, cultural, and other physical and learning disabilities or differences. Creative solutions to bring desired learning outcomes will require integrating information and communication technologies into learning and teaching in ways that draw connections between instruction, technology, diversity, content and assessment. Developing an understanding about the context for driving change in higher education will require time-out from educators and administrators shaming and blaming each other about educational inequities and problems that exist to transforming into learning organisations that work together to find long-term, affordable and sustainable solutions. One of the most pervasive arguments in research is that active teaching environments, learning technologies, and weblearning 2.0 communications convergence can help educators, and their students achieve higher levels of excellence. Such communication tools can also be a conduit to support global relationships through digital dialogue that can open opportunities for faculty and students to understand how to use differences to enrich learning and teaching.
The first step in bringing about change in education to improve the performance of diverse learners involves creating an awareness of the problem and potential solutions.Today,we must ask important questions. I attempt to address five such questions:
- Who are the new global diverse learners?
- What makes these learners different or diverse in their learning needs?
- What factors can ensure learning diversity needs be met in new learning environments?
- What are the characteristics of differentiated learning and teaching?
- What is the solution to global differentiated learning in higher education to create active and engage learning in diverse students environments?
- What are the instructional needs in educational settings to empower learning and build literacy in a digital age?
It assists educational suppliers across the board in marketing their products and services to a highly focussed target audience of buyers. By reaching the right people, such as key purchasing officers and educational heads, DIDACTICS WORLD offers a focussed and highly penetrative channel to address procurement concerns. DIDACTICS WORLD delivers up to date news for suppliers and vendors to help them track product developments, competitive vendor strategies, mergers, acquisitions and distribution agreements that could have an impact on their business. The magazine offers vendors a platform to promote their products and reach their target audience through a credible and trusted medium.
DIDACTICS WORLD also plays its part in guiding buyers in making buying decisions that will benefit their operations, and also keeps them up to speed on latest market developments. The magazine contain commentary on technologies, products and services that are relevant for schools, universities, colleges and institutes throughout the Middle East. With a leaning towards technology and educational support tools in the industry, DIDACTICS WORLD offers information that assists buyers make the best purchasing decisions for their needs.
Example 5: Refereed
Pittman, J. (2003). Preparing Teachers to Use Technology with Young Children in Classrooms. Information Technology in Childhood Education Annual, 2003(1), 261-287. AACE.
Retrieved from http://www.editlib.org/p/17773.
Retrieved from http://www.editlib.org/p/17773.
Journal Information
Information Technology in Childhood Education Annual
ISSN 1522-8185
Volume 2003, Issue 1, 2003
Association for the Advancement of Computing in Education (AACE)
More Information on ITCE Table of Contents
ISSN 1522-8185
Volume 2003, Issue 1, 2003
Association for the Advancement of Computing in Education (AACE)
More Information on ITCE Table of Contents
Author
Abstract
The national focus on excellence in education is commendable, Leave No Child Behind and the possibilities for classrooms of tomorrow. The National Educational Technology Standards (NETS) for Teachers-Students and developed by the NETS Team-National Educational Technology Standards Writing Team and the Preparing Tomorrow's Teachers U.S. Department of Education programs share this vision (http://www.iste.org and pt3.org). The focus of this theoretical paper is on getting schools and teachers ready to teach in new ways that will ensure all children in America have the opportunity to learn with the integration of technology. Not very many teacher educators or teachers would argue with a vision for high quality and developmentally appropriate school programs for young children. However, to reach this goal in the 21st century teacher educators, teachers, and opinion leaders must be clear about the meaning behind the idea of getting schools and teachers ready, knowing technology, changing roles and the relationship to high quality and what constitutes developmentally appropriate education for young children, especially when it comes to technology in early childhood education classrooms.
Keywords
Example 6:
 | Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W. Michael Reed, New York University Incoming editor: Dr. Lynne Schrum, University of Georgia |
| formerly Journal of Research on Computing in Education | |
Preservice Teachers and Cognitive Literacy Skills: Implications for Technology Pedagogy
Joyce Pittman
University of Cincinnati
Abstract
Technology in education is raising unprecedented levels of new concerns for educators. Perhaps one of the greatest challenges is building college students’ advanced literacy and technical skills, especially those of preservice teachers. In dealing with technology issues, educators and policy makers are faced with problematic decisions about how to attract, sustain, and prepare students for careers and living in an increasingly technological society (Prager, 1993). Educators need direction for retooling to restructure instructional approaches to help entering students develop knowledge and skills they need to succeed in this ever-changing environment (Lieberman & Linn, 1991). Though educators embrace the emphasis on high-quality education, they may have justifiable concerns about teaching new anchallenging subject matter to students who need to develop advanced literacy skills to improve achievement (Palumbo & Reed, 1991).
Full Article: http://www.iste.org/Content/NavigationMenu/Publications/JRTE/Issues/Volume_341/Number_4_Summer_20021/Preservice_Teachers_and_Cognitive_Literacy_Skills_Implications_for_Technology_Pedagogy.htm
Contributor
Joyce A. Pittman is an assistant professor of teacher education and instructional technology at the University of Cincinnati (UC). She earned her PhD in education at Iowa State University of Science and Technology, Ames. She has a special interest and degree emphasis educational technology and sociocultural cognitive perspectives of transforming traditional learning and teaching in contemporary society to close the sociocultural education divides. She has worked on numerous education and information technology projects involving teacher education, digital education divides, literacy, and industrial training. Currently, she directs a $2.7 million Preparing Tomorrow’s Teachers Project funded by the U.S. Department of Education. The project focuses on restructuring the teacher education program at UC by infusing technology, preparing faculty, and implementing an electronic performance-based portfolio system to assess student performance. She has recently published articles on technology use for creating inclusive learning communities, a theory-based approach to preparing faculty to restructure technology-pedagogy to improve teacher education, and cyberspace safety for children. She is a contributing author to a book, Toward Digital Equity: Closing the Education Divides.
Download the full article (PDF, 75 KB, PDF Instructions)Contact
Joyce Pittman
University of Cincinnati
Division of Teacher Education
Cincinnati, OH 45221
joyce.pittman@gmail.com
Phone: 513-237-1265
Copyright © 2002, ISTE (International Society for Technology in Education). All rights reserved.
