Past Projects (AT&T and OLN-Funded))
AT&T Research Fellows
Studies are listed in alphabetical order by title.
The Ameritech Classroom Experience: Two Years Later (1999-2000)
Jackie Peck, Ph.D. & Gay Fawcett, Ph.D.
Kent State University
The first group of students to attend the Ameritech Classroom in 1998 returned in May 2000. This study examined the long-term effects of the Ameritech Classroom experience. The following research questions were explored: (a) How has students’ academic learning been affected by the Ameritech Classroom experience over time? (b) How has students’ technology proficiency been affected by the Ameritech Classroom experience over time? (c) How has students’ mentoring of other teachers and students been affected by the Ameritech Classroom experience over time?
Assessing the Long-term Impact of the Ameritech Electronic Classroom Experience (2002)
Drew Tiene, Ph.D.
Kent State University
A study that sought to determine how the Ameritech experience has affected the subsequent teaching of those who participated in the project in the past. More specifically, it investigated if the experience has affected teaching styles, if teachers have been able to effectively integrate technology into their own classrooms, and how technology situations at own school affect this integration.
Changes in Stakeholders’ Beliefs about Integrating Technology into the Classroom after a Technology-Immersed Classroom Experience (2000-2002)
Margarete Juliana, Ph.D.
Kent State University
The purpose of this study was to see if stakeholders' expectations and mental models of learning and the use of technology in the classroom change after six weeks in a technology-immersed classroom. Case study methodology was used to reveal a picture of how teachers, administrators, students, and parents view learning goals of the third graders involved, and the use of technology before the technology-immersed experience, during the experience, and afterward.
Changes in Teacher Perceptions and Behavior After Working in a High-Tech Classroom Environment (2000-2001)
Albert Ingram Ph. D. and Barbara Schirmer Ed.D.
Kent State University
This study was designed to take a long-term look at teacher instruction before, during, and after their Ameritech Classroom experience. One of the overarching goals of the Ameritech Classroom is to change how teachers teach and, especially, how they teach using technology. The study determined if such changes take place, and if so, whether they persist over time. It also compared the actual instruction of teachers with their perceptions of their own behavior.
Characteristics of Effective and Ineffective Learning Contexts (1998-1999)
Nancy Padak, Ed.D.
Kent State University
This long-term study looked at what teachers, students, parents, and administrators who participated in the Ameritech Classroom saw in 1998 as the essential characteristics of effective technology-based learning environments.
A Comparison of the Effects of Using a Dynamic Geometry Software Program and Construction Tools on Learner Achievement (2000-2001)
Drew Tiene, Ph.D. & Carol L. Hodanbosi
Kent State University
Study of eighth grade math students to determine the interactions between gender, treatment types and ability levels, measured by the California Diagnostic Mathematics Test. The use of dynamic, interactive computer software, such as Geometers’ Sketchpad, clearly demonstrates instructional effectiveness over standard construction tools.
Determining the Intellectual Quality of Internet Accessible Lesson Plans: A Conceptual Content Analysis (2000-2001)
Joseph Micheller
Cleveland Heights-University Heights Schools
Recent studies on how teachers are using the Internet have suggested that their primary use is to download lesson plans and resources. These lesson plans may or may not promote the types of strategies that develop skills needed in the digital age. There is a significant need to assess the intellectual quality of lesson plans being downloaded from the Internet. This study addressed the following questions:
Do lesson plans that are accepted into the Gateway to Educational Materials (GEM) database contain instructional strategies that promote authentic instruction?
a) Does the lesson plan promote higher order thinking?
b) Does the lesson plan promote deep knowledge?
c) Does the lesson plan promote substantive conversation?
d) Does the lesson plan promote connections to the world beyond the classroom?
Educators and the Paradigmatic Struggle in Teaching and Learning in a Digital Technology Reality: An Interpretive Study (1999-2000)
Lori Lehr & Diane Ross
College of Wooster
A project that sought to describe the experiences of teachers, as they come to a better understanding of teaching and learning in a digital technology era. Through the use of interviews, the researchers were able to highlight themes that play out in the struggles of educators and hope to teaching and learning of the future.
The Effect of Handheld Technology Use in Pre-Service Secondary Social Studies Education on the Attitudes of Future Teachers Towards Technology Integration in Social Studies (2003-2005)
Alicia Crowe Ph.D.& Mark van 't Hooft, Ph.D.
Kent State University
Study of pre-service teacher’s learning of handheld technology during the final year at the university. Sought to discover effective was for pre-service teacher education programs to incorporate handheld technology. Also looked at how pre-service teachers utilize handheld technology in social studies and how this use relates to the beliefs about technology use and social studies.
The Effect of Technology on Student Writing Process (2005; unfinished)
Jennifer Maddox
Woodland Elementary School
Researcher asks the questions: Is there a statistically significant difference in elementary student writing scores as assessed by Ohio Proficiency Test materials between students who use technology and those who don’t? and In what other ways does the use of technology affect students’ writing process?
The Effects of Using a Dynamic Geometry Software Program on the Learning of Geometric Constructions in an Eighth Grade Mathematics Class (2000-2001)
Carol Hodanbosi, Ph.D.
NASA Glenn Research Center
The researcher compared students’ learning of geometry with dynamic software versus hands-on manipulatives. Students with above average, average, and below average learning abilities were studied for any differences in the way they respond to software versus manipulatives.
An Examination of Classroom Discourse in a Technology-Rich Environment (2002)
Karen Katz, Ph.D. & Annette Kratcoski, Ph.D.
University of Akron & Kent State University
A 2002 study of a kindergarten class who participated in the SBC/Ameritech Electronic Classroom at Kent State University to determine the learning context created by teachers when interacting with students in a technology-rich environment. Research findings indicated teacher dominated communication that facilitates student learning with different classroom discourse depending on the context of the instruction and technologies used.
An Examination of the Impact of Technology on the Roles, Participation, and Work of Students with Learning Disabilities when Paired with Mainstream Students in a Technology-Rich Environment (2000)
Annette Kratcoski, Ph.D. and Margarete Juliana, Ph.D.
Kent State University
This study was designed to provide an in-depth investigation of the impact of technology in instructional grouping formats through a focused examination of the roles, participation, and work products of students with learning disabilities when paired with mainstream students. The data obtained provided valuable information to K-12 teachers who are planning instruction for a wide range of ability levels in their classrooms and will also be useful in pre-service teacher education.
An Examination of the Impact of Technology on the Work of Students with Learning Disabilities in a Technology-Rich Environment (2000-2001)
Annette Kratcoski, Ph.D. & Margarete Juliana, Ph.D.
Kent State University
Researchers investigated the way teachers of special education students use technology to support learning goals. Teachers were interviewed about how they expect technology to support IEP goals. Observation of students in the classroom as well as a review of student work provided data about how those technologies are being used in the classroom. Follow-up interviews with teachers and students determined the advantages and drawbacks of using a variety of technologies with special education students.
Examining Changes in Teaching Strategy Within a Technology-Rich Classroom (1999)
Drew Tiene, Ph.D. & Pamela Luft, Ph.D.
Kent State University
This study was designed to document how teachers may adjust their teaching style when in the Ameritech Classroom. The analysis focused on how teachers with differing teaching styles can successfully function in a technology-rich classroom.
Factors Contributing to Cognitive Presence in a Collaborative Blended Learning Environment (2005)
David S. Stein, Ph.D. & Constance E. Wanstreet
The Ohio State University
Questioned what factors contribute to satisfaction with perceived cognitive presence in an inquiry group, the types of interactions that best contribute to a learner’s perceived cognitive presence in inquiry groups, and what factors are involved in learner decisions related to course management. Researchers interviewed undergraduate/graduate level students during winter of 2005.
Finding New Literacy in Action (2001-2002)
William Kist, Ph.D.
Kent State University
This researcher sought to identify answers to both short term and long term questions. First sought to identify classrooms that demonstrate characteristics of “new literacy” learning. Upon gaining these answers, further research was conducted to determine how teachers teach in “new literacy” classrooms, the role of technology, and student/teacher perceptions of “new literacy” in their thinking process.
A Graphic Online Chat Environment to Improve the Written Language of Students Who Are Deaf (2000)
Barbara Schirmer, Ph.D. & Albert Ingram, Ph.D.
Kent State University
In this study, students in the Ameritech Classroom were paired with students in Oregon and with students at the Ohio School for the Deaf to communicate via email in solving a content-based problem posed by the researchers. The researchers studied the effects of teacher scaffolding during the online discussions.
How Are College Students Using Wireless Internet to Facilitate Learning (2003-2004)
Yong Lu, Hongyan Ma, Sandra Turner, Ph.D.
Ohio University
Research study that investigated the questions: how college students use wireless both within and outside the classroom and student perception of benefits and drawbacks of wireless internet supporting student-centered learning. Also looked to discover innovative teaching strategies and practices faculty are developing with wireless internet to support student-centered learning.
How Children Find Information on the Internet (2001; 2 parts)
Yin Zhang, Ph.D.
Kent State University
Study to determine how children search for and select information on the internet and the problems they encounter during this exploration. Researchers studied third and fifth graders over a seven week time period. They discovered that children tend to use search engines as the only source of finding information; children become easily overwhelmed with too much information and children could not understand the different functionality provided by various search engines thus applied incorrect search strategies or use single word search terms. The second part of the study sought to use a quantitative method to reveal a comprehensive view of children’s Internet information searches. The researcher created a profile of children’s internet search process and profile children’s internet searches over time to show how they acquire new search techniques.
Findings Abstract1 Findings Abstract 2
The Impact of Technology on Teacher Scaffolding (2003-2004)
Karyn Katz, Ph.D., & Annette Kratcoski, Ph.D.
University of Akron & Kent State University
Research that addressed how teachers scaffold student learning within the context of technology-infused learning. Asked the question: “How does the use of specific technologies impact teacher scaffolding?”
Inquiry and Technology: Uncovering the Hidden Treasures of the Socially Challenged Student (2002-2003)
Janice Kelly
O.H. Sommers Elementary
A study of two students identified as having lower social standing in the classroom. Looked to identify how the use of technology can impact social engagement and learning of special-needs students in an inquiry based classroom. Established social interaction patterns of students, before, during and after being immersed in a technology-rich classroom and determined if certain technologies create greater or less interaction with peers.
Integrating a Cognitive Apprenticeship Methods in a Web-based Educational Technology Course for P-12 Teacher Education (2004-2005)
Michele Dickey Ph.D.
Miami University
Study investigating the integration of a cognitive apprenticeship model in a Web-based course. An overview was presented of methods, tools and media used to promote a cognitive apprenticeship model, the barriers and enablers one would encounter when participating in such a model and the impact an apprenticeship has on student’s perceptions of technology and performance.
Integrating Handheld Computer Technology, Transportation Technology, and Performance Assessment into an Inquiry-Based Science Methods Course for K-8 Preservice Teachers (2004)
Issaou Gado, Ph.D.
Cleveland State University
Project designing and using a conceptual framework for the incorporation of handheld computer information technology, transportation technology, and performance assessment into an inquiry based science methods course. The goal was to help preservice teachers understand science concepts and practice more integrated scientific inquiry and technological problem-solving. It aimed at helping preservice teachers design performance assessment tools, and engage in generating questions, experimenting, gathering data, solving questions, and communicating results.
An Investigation into Teachers’ Reflective and Collaborative Practice Using Computer-Mediated Communication (CMC) (2003)
Julie Foley, Susan Louis, Margarete Juliana, Ph.D.
Kent City Schools
Research study examining the significance of CMC on teacher professional collaboration during a six-week technology-immersed classroom experience in the Ameritech classroom. Using an inquiry approach to teaching, they investigated how teacher’s reflective processes change during electronic collaboration, how technology supports collaborative reflections and how different communication methods affect quality of interaction.
Linking Technology with Assessment, Are we assessing what we think we are? (2003)
Marilyn Edwards, Debra Miller, Margarete Juliana Ph.D.
Stow-Munroe Falls City Schools
A study using the Learner Profile Assessment Tool for Educators during 6 week stays in the SBC Ameritech classroom to determine how the tool provides support for reporting performance assessment. Looked at how the Learner Profile differs from other assessment in the classroom and how the Learner Profile supported assessment in a technology rich classroom.
Literacy Remediation With At-Risk Middle School Aged Students in An Educational Technology Rich Learning Environment Using Non-Traditional Text Engaging Techniques and Strategies (2002)
Harold Jay Fannin & Joyce Pittman, Ph.D.
University of Cincinnati
By studying underachieving middle school students who read 2-3 years below grade level, the study hoped to answer address several questions regarding novel strategies and technologies using literacy remediation ideas in a technology-rich environment.
Preservice Special Education Teachers’ Attitudes Toward, and Utilization of, Handheld Technology for Teaching and Learning (2006)
Darlene Unger
Kent State University
Study designed to identify determinants of preservice special educators’ attitudes toward handheld technology use. Researcher sought to describe preservice special education teachers’ utilization of handheld technology for teaching and learning.
Questions as Answers: A Study of Teaching and Learning within a Technology Enhanced Classroom (1999-2000)
Harold A. Johnson Ph.D.
Kent State University
Completed to establish a technologically enriched learning environment for K-12 teachers and students where professional development of K-12 educators can be enhanced and documentation made on impact of internet linked, computer based technologies on teaching, learning and performance. Sought to answer questions: “Is there a significant difference in how teachers teach and how students learn when they have access to and support in the use of Internet linked, computer based technologies” and “If such difference do occur, are the associated with significant improvements in student performance?”
SMART IMPACT: Handheld-based Science Activities and Probeware in a Developing Country (2004)
Issaou Gado Ph.D.
Cleveland State University
This research focused on the conditions under which teachers in a developing country learn to make decisions about effective use of technology for higher order thinking and learning and the factors that affect these decisions. It also sought to discover the conditions where technology empowers learners in various cultural settings.
Spanish in the Ameritech Classroom: A Team Research Project Focusing on Second Language Acquisition (1999-2000)
Gregory M. Shreve, Ph.D., Theresa A. Minick, Sandra Torres, & Harold A. Johnson
Kent State University
An exploratory study that sought to identify the nature of computer-based language teaching, computer-based methods used in the second language classroom, and the effect of these methods on language acquisition.
Student’s Perceptions of the Ameritech Classroom (1999-2000))
Nancy Padak, Ph.D.
Kent State University
Researcher interviewed students whom had attended the Ameritech Classroom to determine their perceptions of the Ameritech Classroom versus their home school classroom. It was found that every student interviewed preferred learning in the Ameritech Classroom to learning in their regular classroom. Students also felt that they learn more in the Ameritech classroom.
Exploring Kindergartens’ Multiple Forms of Representation in a Mapping Project in their Kindergarten Classroom and the SBC Ameritech Classroom. (2002-2003)
Eunsook Hyun, Ph.D. & Genevieve Davis, Ph.D.
Kent State University
Study was conducted on 18 kindergarten children to gain a better understand of the conditions under which technology can be used by young kindergarten children for problem solving, critical thinking, and inquiry. The researcher looked to discover the impacts of the use of technology on the kindergarten classroom experience.
Teacher-Students Interactions in a Technology-Rich Environment (2000)
Gay Fawcett, Ph.D. & Cari Ritzman
Kent State University
Researchers studied how teachers interact with students in an environment where students are working independently or in small groups with technology. They studied issues such as how much time teachers spend with individual students and the kinds of conversations that take place between teachers and students.
Teaching Science Concepts in a Technology-Rich Classroom: How Does the Technology Contribute to Higher Order Thinking Skills? (2000)
Margarete Juliana, Ph.D., & Diane Mclewain
Kent State University & Barberton City Schools
This research focused on students' understanding of science concepts before and after a technology rich learning experience focusing on weather. The primary goal was to determine how well students learn science concepts during this experience and how technology was used to enrich the experience. Higher order thinking was evidenced through the student's ability to provide explanations of the understanding of specific science concepts.
Technology Integration and the Changing Curriculum: One Teacher’s Evolutionary Process Working within a Technology-Immersed Classroom (2000-2001)
Margarete Juliana, Ph.D. & Mark van ‘t Hooft
Kent State University
This study focused on one teacher who was leading a team of four teachers of 36 9th grade “at-risk” students. The teacher had taught the Holocaust unit for several years in traditional format (teacher-directed, test and research paper assessed, and in a limited technology environment). The study focused on the issues, strategies, and experience of transforming a unit from traditionally taught to a technology-immersed, project-based, student-centered instruction.
Technology and Pedagogy Changing Roles of Pedagogy in a Project-based Constructivist Environment (2002-2003)
Ahmed Ali, Ph.D. & Teresa Franklin, Ph.D.
Ohio University
The role of technology in project-based learning was examined through one-on-one interviews with 20 participants who were involved in project based learning where students participated in groups to design and implement projects using technology in a variety of ways.
Technology Plans and Evaluation (1999-2000)
Albert Ingram, Ph.D.
Kent State University
As a result of participating in the Ameritech Classroom, teachers develop a Technology Plan that provides $5000 in support funds to involve colleagues in their building with technology-enriched instruction. This study provided information regarding the impact of the Ameritech Classroom experience on one of the home schools.
Technology Support for Group Engagment (2006)
Debra Miller
Fishcreek Elementary School
Research study designed to determine if the use of technologies designed to support group participation in classroom activities increases student engagement. Looked into the questions of “Does student engagement increase relative to the degree to which such technologies support participant interaction?” and “Are student response systems a useful tool for assessing student engagement?”
Understanding Student Collaboration in Online Synchronous Chat Environments: Facts and Myths about Virtual Learning Communities (2002-2003)
Sue Hum
University of Texas at San Antonio
A project investigating students’ language behaviors in interactive, online environments. This study looked at language behaviors used by students during online collaboration. Sought to determine to what extent online collaborations support and nurture virtual learning communities.
The Use of Handheld Computers in Teaching Statistical Research Methods (2005)
Sebastián R. Díaz, Ph.D. J.D.
West Virginia University
Study of 25 graduate students enrolled in statistical methods class, where half students were provided with handhelds and half completed assignments in a traditional fashion. The purpose of this study was to determine if increased levels of engagement in the research process (using handhelds) produced higher success and/or result in higher levels of satisfaction among students studying statistical methods.
The Use of Handheld Computers to Teach 4th Grade Social Studies (2003)
Kadee Malm
East Woods Elementary School
Study addressing questions about the effect of handheld use on student achievement in 4th grade social studies, whether there is a statistically significant difference in student achievement between students who use handhelds and those who do not, and does a does a student’s higher level thinking skills show measurable improvement across other curricular areas. Study also looked at Lemonade Tycoon to determine if there is a correlation between student learning and business performance in the game.
Using Ecobehavioral Assessment to Identify the Instructional Effects of Technology in Classrooms With Deaf Students (2000)
Barbara Schirmer Ph.D., Melody Tankersley, Tina Harrison, Kristie Pretti-Frontczak, Debra Janas, Bryan Cook, Lynn Woolsey
Kent State University & The Ohio State University
Researchers studied how the instructional conditions differ in a classroom of deaf students in which the teacher uses technology when compared to a classroom in which technology is not used by the teacher for instruction.
Web-based Collaborative Problem-Solving (1999-2000))
David Dalton, Ph.D.
Kent State University
This study examined how Internet communication technologies facilitated learner interaction and promoted learning through collaboration and authentic learning contexts.
OLN Grants (2001-2002)
Factors and Conditions Which Enhance the Effectiveness of Distance Learning Instruction in a College Environment ($86,714)
William Beasley
Cleveland State University, Center for Teaching and Learning, Cleveland, OH
Abstract Full Report of Findings
Literature Review on Distance Learning ($19,978)
Rosemary DuMont
Kent State University
Abstract Full Report of Findings
Distance Learning: Identifying Conditions That Influence Web-Based Education Outcomes ($75,148)
Susan Batten and Carlos Baptista
Medical College of Ohio (Toledo)
Abstract Full Report of Findings Research Extension Report
On-Line Learning Communities and Higher Education: A Proposal to Identify Factors Supporting Collaborative Knowledge-Building ($57,153)
David Stein and Joe Wheaton
Ohio State University, College of Education
Abstract Full Report of Findings
Nursing Plugged In: Evaluating a Web-based Graduate Nursing Program to Inform Web-Based Instructional Programs in Ohio and Across the United States ($76,117)
John D. Chovan
Ohio State University, College of Nursing
Abstract Full Report of Findings
Computer-Simulated Laboratory: Student Perceptions and Outcomes ($24,629)
Janelle Chiasera
Ohio State University, Medical Technology Department
Abstract Full Report of Findings
Information Literacy for Three Underserved Ohio Populations ($60,261)
Karen Bruns
Ohio State University, OSU Cares
Abstract Full Report of Findings