Curriculum & Instruction 615 B

Instructional Technology seminar at Iowa State University is a weekly seminar open to all faculty and students in Curriculum and Instructional Technology and related disciplines. The purpose of this seminar is to support a community of scholars interested in issues of Instructional Technology. This community is strongly supported by the Center for Technology in Learning and Teaching

Instructor: Ana-Paula Correia (
Time: Wednesday at 4:10- 5:00 pm (US Central Time)
Location: N047 Lagomarcino Hall (click here for map)

A place to extend the class discussions.

Instructions: Click on the button that says "iTunesU for Students, Faculty, and Staff". Log in using your NetID and password. Another window will then pop up asking to open iTunes. Select iTunes and then click OK. iTunes will open and take you to the ISU page. The video podcast is listed under Human Sciences College.


Cool pictures from seminar.

Optional textbook: Getting started in instructional technology research (fourth edition)
Steven M. Ross, University of Memphis
Gary R. Morrison, Old Dominion University

Designing and conducting research studies, writing proposals for AECT and other professional conferences, making effective presentations at AECT conferences, getting research studies published in professional journals... graduate students and others new to the field will find this an invaluable resource. Recently revised and expanded.

Purchase information (softcover): Purchase online
Online access: Getting started in instructional technology research



 Presenter / Facilitator / Topic

  Additional materials

 August 26

Introductions and seminar planning

 Slides used in class.

 September 2

Research trends in Educational Technology

Panel facilitator: Tom Andre


Panel members: Ann Thompson

Dale Niederhauser, Pat Leigh, Denise Schmidt, Ana-Paula Correia


Bonk, C. (2009). The World is Open: How Web Technology is Revolutionizing Education. San Francisco, Jossey-Bass.


Chapter one: We all Learn (pages 25-54)

 September 9

Alternative Technology Exploratorium: Efforts to bring main stream gaming into teacher education

Presenters: Kajal Shah, Turkan Karakus and Ana-Paula Correia


Facilitator: Eva Tao


Today’s students spend a large portion of their time using many forms of technologies that are not traditionally found in classrooms or instructional research, such as the Nintendo DS, X-Box, Nintendo Wii and Leapster gaming systems and gaming applications such as Guitar Hero, Rock Band, Dance Dance Revolution (D.D.R.). In the foreseeable future, students will continue to acquire, use, and master these technologies. But will educators choose to utilize them for learning and teaching? This question stimulated the interest of a group of faculty, staff and students at Iowa State to create a lab for “alternative technologies” known as the Alternative Technology Exploratorium.


This presentation outlines the cross-disciplinary and collaborative process undertaken to secure funding for this non-traditional investment and a space where it could be possible, the rationale behind the choice of games invested in, implementation efforts and the challenges the Exploratorium faces. Additionally, it offers opportunities of research in this area addressing questions such as: 1) From the perspective of pre-service teachers, what are the motivational, pedagogical and instructional aspects of games? (2) In what ways pre-service teachers planning the use of games in the classroom?


This work was presented at the at the 5th Games+Learning+Society Conference that took place last July at the University of Wisconsin-Madison. 


Suggested explorations:

 September 16

Using Second Life for Science Education

Presenter: EJ Bang


Facilitator: Aliye Karabulut


Slides used in class.



Suggested explorations:

 September 23

The Selection of a Research Topic

Panel facilitator: Ann Thompson, CTLT Director 


Panel members: Connie Hargrave, Dale Niederhauser, Pat Leigh, Denise Schmidt, Ana-Paula Correia


Facilitator: Laurel Newell


Be prepared for an interactive session where you will share and describe your current ideas about potential research topics.

 September 30

The Selection of a Research Topic (PART II)

Panel facilitator: Ann Thompson, CTLT Director 
Panel members: Connie Hargrave, Dale Niederhauser, Denise Schmidt, Ana-Paula Correia


Facilitator: Siti Ali


Be prepared for an interactive session where you will share and describe your current ideas about potential research topics (continued).


 October 7

An examination of how students go about solving authentic situated problems

Presenter: Dale Niederhauser


Facilitator: Sunjin Oh


 October 14

Preliminary Portfolio: A requirement for the PhD program

Panel facilitator: Connie Hargrave

Panel members: Yasemin Demiraslan (, Farrah D. Yusop and Vanessa Preast (


Facilitator: Ni Zhang


Slides used in class.


If you would like to have access to the panel members' portfolios, please send them an email.



When doctoral students are near to the end of their coursework, they must complete a preliminary examination. This is one of the final steps before beginning work on their dissertation.

The preliminary examination can take three forms: a portfolio, a written examination or combination of both. In this session Yasemin Demiraslan and Vanessa Preast share their electronic portfolios and tips on how to be successful when fulfilling this requirement.

 October 21

Association for Educational Communications and Technology (AECT) 2009 International Convention practice

Panel members: Ana-Paula Correia, Evrim Baran, Turkan Karakus, Kajal Shah & Yasemin Demiraslan.


Facilitators: Natalya Koehler / Ni Zhang


The research papers to be presented at AECT by the panel members cover topics such as, flexible online learning and game-based learning environments, distance learning, usability cases in education, and activity theory in game design.

Association for Educational Communications and Technology (AECT) 2009 International Convention brings together annually around 2,000 educators and others whose activities are directed toward improving instruction through technology from colleges and universities, the Armed Forces and industry, museums, libraries, and hospitals and the many places where educational change is underway. This association international convention gathers some of the most prestigious names in Instructional Technology and graduate students from top U.S. graduate programs.

October 28

No seminar, AECT conference


 November 4

Preparing Pre-service Teachers for Online Teaching: A Research Study

Presenter: Lily Compton 

Facilitators: Becky Popelka / Brian Fodrey


The first study represented the literature review portion that included a critique of an existing skills framework for online language teaching. It also included a proposed framework for online language teaching skills and a look at the roles and responsibilities of various stakeholders in an online learning system.

The second study reviewed literature on conceptual change and proposed a conceptual change framework to help pre-service teachers increase their awareness of online education, commonly known in the US as virtual schooling (VS). This study used a grounded approach to identify common preconceptions, misconceptions, and concerns of VS based on secondary data that included pre-service teachers’ personal journals and responses to a set of materials related to VS in part of a curriculum intervention in a pre-existing introductory field experience course at a large Midwestern university. Findings were complemented by insights from an interview with the course instructor and the researcher’s journal. It shows the importance of identifying pre-service teachers’ preconceptions, misconceptions, and concerns about VS to facilitate the selection of relevant resources and the design of curricular activities.

The third study was a case study of a pilot virtual early field experience. An in-depth analysis was conducted on the data that included personal journals and reflections from three teacher candidates at a large Midwestern university. Findings were complemented with insights from interviews with the VS teacher and the university field placement director, and the researcher’s journal. The article sheds light on the importance of virtual field experiences to facilitate the understanding of VS.

 November 11

Digital Equity and Black Brazilians: A Freireian Liberatory Pedagogical Approach

Presenter: Patricia Leigh


Facilitator: Wei Wang


Slides used in this class:

In this paper, Patricia Leigh and James McShay examine the history of the colonization of Brazil through the transatlantic Black slave trade and the effects this history has had upon digital equity experienced by Black Brazilians in the information age. The authors are motivated by the belief that issues of digital equity and equality of opportunity can only be effectively addressed if one has a deep understanding of the factors that led to inequities, particularly inequities that preceded the information age. In addition, the authors look to Brazilian scholar and activist, Paulo Freire (1972), and his liberatory pedagogy for countering discriminatory practices, particularly in educational settings and institutions. They then suggest ways in which Freire’s pedagogy can be used to conceptualize liberatory uses of technology tools to dismantle the racist influences embedded in school practices and curricula.

 November 18

Use of Ethnography for Educational Technology Research

Presenter: Mimi Lee, University of Houston.


Dr. Mimi Lee is an assistant professor of Curriculum and Instruction at the University of Houston. She received her Ph.D in Instructional Systems Technology from Indiana University at Bloomington in 2004 with an ethnographic study focusing on the complexities of intercultural understanding in a rural learning environment. Her research interests include theories of identity formation, sociological examination of online communities, issues of representation in education and critical theory in instructional design.



Facilitators: Dennis Culver / Jacob La

Slides used in this class.

In this presentation, Dr. Lee will provide a brief overview of critical ethnography as a qualitative research method and discuss its possible uses in educational inquiry. 

Suggested explorations:

 November 25




 December 2

Effective Design of Educational Websites for Elementary Age Children:  A User-Centered Study

Presenter: Becky Popelka, candidate for MFA in Graphic Design

Facilitator: Ester Mukete


Slides used in class.

Many educational websites for elementary age students exist on the internet today, however there is a need for more research to be completed into order to determine the level of effectiveness with which these sites operate. The goal of this research and design project is to identify usability and aesthetic problems that exist and consequently solve those problems. This research study was conducted in three stages. The first stage consisted of an analysis of a current, popular educational website, www.funbrain .com, to distinguish potential problems with the navigation, information architecture, and visual appearance, based on previously published research. A set of hypotheses and a new site design is proposed based on the correction of these problems. The second stage involves testing both websites with students in grades two through five. Twelve students participated in the preference measure testing in which students used both sites to complete the same objective and offered their opinions as to which they preferred in terms of ease of use, visual appearance and enjoyment. Ten students participated in the performance measures testing which used time on task and error and assistance analysis to compare the two websites. The data obtained from the testing was analyzed using both quantitative and qualitative methods and a set of recommendations for effective design of educational websites for elementary age children was developed based on the findings drawn from data. The third and final stage of the project involves a second iteration of the website redesign which incorporates the recommendations from the second stage. One of the most compelling findings revealed that while the redesigned site was easier for the students to use, the ease of use did not automatically dictate the student’s preference in terms of visual appearance or enjoyment. The most important conclusion drawn from this study is the need to balance user preferences with ease of use to create an interface which is both appealing and effective.

 December 9

The Once and Future Classroom: new technologies as leverage in shifting educational systems from efficiency to sufficiency models

Presenter: Barbara A. Bichelmeyer, Associate Vice President for Academic Planning at Indiana University and Professor of Instructional Systems Technology at Indiana University - Bloomington.

Dr. Bichelmeyer’s grant-based research has recently focused on the study of distance learning environments in graduate education and blended learning environments in high schools and community colleges. In particular she has been leading the design, development and evaluation of online advance degrees in Instructional Systems Technology (masters’ level) and leading the evaluation of Cisco Networking Academy blended learning environments. As an administrator she has been involved with the development of policy and practice, strategic planning, and coordination of intercampus initiatives for undergraduate education.

Dr. Bichelmeyer holds four degrees from the University of Kansas, including a Bachelor of Science in Journalism (1982), Bachelor of Arts in English (1986), Master of Science in Educational Policy and Administration (1988) and a PhD in Educational Communications and Technology (1991).

Facilitator: Cennet Altiner



In the nineteenth century, Horace Mann devised the Common School model as a means for the State of Massachusetts to facilitate compulsory education system based on the assembly line and using the resources and technologies available at the time. The problem Mann was interested in addressing was “how to educate all students.”

In this presentation, Dr. Bichelmeyer will demonstrate that at this time in history, with new technologies and new resources, the question educational reformers should be asking is no longer “how to educate all students”, but rather, “how to educate each student?” New technologies and new resources are causing shifts in other sectors including government, non-profit, media, journalism and retail to sufficiency models, while educators continues to seek solutions to old problems using old models, without recognizing the landscape has shifted so much that the important problems involve new questions and require new models for solution.

 December 16

 Finals week

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