An Examination of Online Qualitative Research Methods

This paper is meant as an exploration into possible approaches to answering the following research question: how are educators in the Commonwealth of Virginia integrating the Virginia Technology Standards of Learning into the day-to-day classroom learning environment and curriculum as a whole? Traditional qualitative research methods and online and technology-based qualitative methods will be explored to determine possible techniques and best approaches. Weaknesses and strengths will be outlined. Finally, the placement of these two methodological approaches – traditional and online – will be placed into the continuum of accepted research paradigms

Can Virtual Teacher Communities be a Reality?

In this paper I will discuss the effects of online communication on social connectivity and the development of community, as specifically related to teacher communities. I will begin by discussing differing constructions and aspects of the concept of community and the important role of connectivity in the development of community. I will then discuss modern technologies in the realm of CMC (Computer-Mediated Communication), the foundations of these technologies as actual tools for collaboration and community, and the role these technologies play in developing connectedness in communities. I will then draw out characteristics and value in virtual community interaction and its relationship to “real” or offline community as it exists. Identity, cultural and language issues will be discussed as they relate to online communities. I will then focus on the implications that flow from this for the development of a teacher community through online communication. Finally I will analyze two threads to illustrate some of the themes discussed above

The Virtual Teacher\u27s Lounge: How Teachers Meaningfully Connect Through Online Networks

This study seeks to illuminate an understanding of naturally forming online communities of professional educators in the context of off-line communities. Essentially, an online discussion forum for educators is evaluated for the purpose of determining whether the forum provides a “space” conducive for the development of a community of professional educators as benchmarked against an understanding of offline community formation and existence. The primary approach to this study is qualitative in nature with some quasi-statistical support to elucidate analysis and conclusions. The study employs the use of QSR NVivo 7 to collect, catalogue, and analyze discussions from this online forum, examining discussions topically, contextually, and structurally – resulting in 4,211 postings split among 115 discussions made by 301 unique posters. An understanding of offline communities (as understood through the works of Ray Oldenburg, James Coleman, and Ferdinand Tonnies) is incorporated in the comparative analysis. The study finds that online communities closely resemble offline communities in structure and interaction, but only for select participants. These participants demonstrating or facilitating the characteristics of community comprise around 10% of the total number of users participating in the analyzed discussions. Those participants who did not participate heavily in discussions primarily remained in the more formal and professional set of exchanges, whereas those with higher levels of participation in the analyzed discussions participated both heavily in the more informal and “playful” discussions and in the more formal professional discussions, with the participation in the latter type taking on more of an “expert” role

Harnessing Online Communities for Educational Practice

The rise of the use of the Internet and the subsequent connections among peoples located near and far from each other necessitates an examination of its use as a means for teachers to grow professionally, connect socially and develop pedagogical skills for teaching children to prepare for the current state of the world

IDEA 2004: Current Special Education Practice

This presentation focuses on the fundamental principles of special education, their origins and their specific applications in public school education. Further discussion covers the lessons learned form this field as applied to educational practice in Christian education

Integrating Technology into Pedagogical Practice

This presentation focuses on the the foundations of considering integrating technology into instruction, the various types of technology to be employed and resources to assist with such integration

The Use of LiveText as the Primary Collaboration Tool for Hybrid Methods Courses

The challenge of using any new system for learning (technologically based or otherwise) is determining the process for not only its use but also its adoption (whether it is rapid, gradual or otherwise). Thus is the general challenge of introducing innovation, in educational and commercial endeavors alike. This session examines the gradual adoption of LiveText as the complimentary course management system for assignments associated with an Elementary Education Methods course. The session means to share experiences, gathered insights, challenges and successes collected through the experiences. The undergraduate course discussed, Teaching Social Science in the Elementary School, uses LiveText for portfolio development, unit and lesson development, collaborative tasks and for web-quest and problem-solving assignments. The course is offered in a hybrid/ blended format to sophomores and juniors seeking k-5 licensure. The session reviews examples of assignments in the analysis portion of the presentation. Further, the presentation and discussion makes available feedback from instructors and students on the adoption and the subsequent use of the tool set. Finally, the presentation presents an opportunity to share lessons learned through the adoption and use process by not only the presenter but session attendees as well

Professional Development and Educational Technology Integration

This paper examines a structure for the implementation of technological innovations using business approaches to project management. The human factor is especially explored in its discussion

Motivating Students to Learn: Is There a Difference between Traditional Books and e-Books?

Electronic books have been identified as a current trend in education and are being increasingly adopted by students as their textbook format of choice. However, limited studies on electronic books as a learning tool exist. Thus, this pilot study compares the use of e-books and traditional books as a learning tool in an undergraduate classroom on undergraduate students’ motivation

AGN-Induced Cavities in NGC 1399 and NGC 4649

We present an analysis of archival Chandra and VLA observations of the E0 galaxy NGC 1399 and the E2 galaxy NGC 4649 in which we investigate cavities in the surrounding X-ray emitting medium caused by the central AGN. We calculate the jet power required for the AGN to evacuate these cavities and find values of ~8x10^{41} erg/s and ~14x10^{41} erg/s for the lobes of NGC 1399 and ~7x10^{41} erg/s and ~6x10^{41} erg/s for those of NGC 4649. We also calculate the k/f values for each cavity, where k is the ratio of the total particle energy to that of electrons radiating in the range of 10 MHz to 10 GHz, and f is the volume filling factor of the plasma in the cavity. We find that the values of k/f for the lobes of NGC 1399 are ~93 and ~190, and those of the lobes of NGC 4649 are ~15000 and ~12000. We conclude that the assumed spectrum describes the electron distribution in the lobes of NGC 1399 reasonably well, and that there are few entrained particles. For NGC 4649, either there are many entrained particles or the model spectrum does not accurately describe the population of electrons.Comment: 8 pages, 2 figures, accepted for publication in MNRA