Research & Publications

Abstract: The drama classroom remains an environment focused on interactivity, personal relationships, speaking, and creativity. As technology and schools evolve together, integration of new technologies and approaches remain at the forefront of district initiatives. The theatre classroom is not immune to these initiatives, even outside of typically technical theatre elements like sound design and lighting. During the COVID-19 pandemic, there was an air of panic within the field of Theatre Education. Worry that our classes would be cut, difficulty finding new careers with shutdown schools, and trying to figure out how to facilitate a classroom so reliant on human interaction and movement in an online class were just some of the many common concerns. Returning to in-person was a relief to many, but simply continuing on without acknowledging the need to adapt and evolve would be an error on the part of any educator. With the rapid growth of AI, the theatre classroom is on the brink of falling behind once again. It is imperative that those who teach theatre work now to familiarize themselves with programs and ways to integrate its use into their curriculum to stay ahead of the industry, as seen with the integration of other media forms prior to AI (Skym, 2024). This project will explore modern applications of artificial technology in the theatre classroom.

Abstract: Instructional discussion is a teaching method used in many classrooms across grade levels. In fact, the Common Core State Standards promote the use of instructional discussion in secondary classrooms (Common Core State Standards Initiative, 2018a). Students, however, are not always taught best practices for engaging in a discussion and may feel unprepared to participate. As a result, discussions may not produce the dynamic learning opportunity they are intended to foster. This essay provides 10 tips for high school teachers to prepare students in the high school classroom to engage in a meaningful classroom discussion effectively in order to ensure students are learning and are engaged in a productive manner while meeting the demands of the Common Core Standards.

Research paper presentation: The 2024 John Sargon Albazi Research and Creative Activities Student Symposium

Abstract: As the field of education advances, technology has become a necessary part of the learning environment. Despite this, most best practices for educators do not specifically consider computer-mediated communication (CMC) theories, nor is training on these topics provided as more schools turn to online learning. If the virtual classroom is to continue to develop, educators must be well-versed in these theories in order to facilitate a successful digital learning space. This paper will review relevant CMC theories and connect the concepts with real world teaching examples, with specific emphasis on their role in furthering distance and eLearning.

Research paper presentation: The 2024 John Sargon Albazi Research and Creative Activities Student Symposium

Abstract: The virtual classroom has been seen in many formats within K-12 institutions; From radio to computers to virtual reality, remote delivery of instruction continues to be an exciting new medium to explore for educators. With experiences like pandemic shutdowns and inclement weather, modern schools must explore the use of technology in the classroom as a way to continue learning experiences during times of emergency. This paper will serve as a quick reference for multiple delivery method options for the virtual classroom, including real world examples of their implementation and their reception by educators and students.

Research paper presentation: The 2023 John Sargon Albazi Research and Creative Activities Student Symposium

Abstract: The COVID-19 pandemic and school closures highlighted the strengths and needs of the field of education regarding the virtual classroom. While universities and other educational institutions have been offering classes in an online format since the 80s or 90s, most K-12 institutions have not had as much exposure to the structure despite integrating new technologies into their schools for both teachers and students. Through the push to eLearning during the pandemic quarantine, many schools’ transitions showed successes and areas for improvement for the virtual classroom. This presentation will review past models or examples of digital iterations of the classroom, student and teacher experiences during coronavirus-era eLearning, and other theories or topics that could lead to a more solidified best practices for the future of the medium. Key takeaways found include generally positive reviews of a digital classroom format, concerns surrounding eLearning regarding accessibility and the digital divide, best practices for online learning going forward, and the ability for the virtual classroom to facilitate or improve the social climate normally seen within a classroom community.

Research paper presentation: The 2023 John Sargon Albazi Research and Creative Activities Student Symposium

Abstract: While humans have communicated in many ways over the years, computer-mediated communication (CMC) remains a relatively complex format that continues to evolve. There are many theories regarding the ways messages are sent and interpreted over this medium, one of the more unique concepts being Joseph B Walther’s hyperpersonal model. The hyperpersonal model puts into perspective the communication process and the possibility of relationships built in a digital format becoming more intense than those built face-to-face (FtF). Newer theories may be able to add more pieces to the puzzle for updating the hyperpersonal model, as seen with warranting theory and the hyperperceptional model, though scholars still seem to have found success in applying the model over the years. Cited in this review are examples of the model’s usefulness over time, spanning multiple studies and concepts. Despite integrations of multimodal forms of communication that reintroduce previously filtered-out cues, social media sites and other messaging platforms remain largely text-based, allowing applications of the hyperpersonal model to still be used when analyzing these CMC interactions. Regardless, the future of CMC is clearly moving towards multimodal-focused interactions to replicate FtF communication as seen through advancements in videoconferencing and virtual reality. For the hyperpersonal model to continue to survive, there must be a more formal update to the theory adapting the main tenets of the model to include various audio-visual cues and consider multimodal CMC. CMC has a long way to go in ways of completely replicating FtF communication, even with current VR capabilities, meaning the model can still be applied due to its “cues filtered out” central idea. Additionally, multiple sources cite a preference for text-based CMC by many users due to varying levels of anxiety in users, a decrease in pressure over text-based CMC, and usefulness for more socially risky messages, all of which help to solidify a long-term usefulness of text-based CMC theories like the hyperpersonal model. The purpose of this paper is to review current literature on the hyperpersonal model and to offer a critique on the status of the theory today. Overall, the model holds longevity despite its criticisms, and the research community will likely see the theory continue to be used into the near future.