Journal of Teaching and Learning with Technology <p>The Journal of Teaching and Learning with Technology (JoTLT) is an international journal dedicated to exploring efforts to enhance student learning in higher education through the use of technology. ISSN&nbsp;2165-2554.</p> Faculty Academy on Excellence in Teaching (FACET) en-US Journal of Teaching and Learning with Technology 2165-2554 <ol> <li class="show">Authors retain copyright and grant the Journal of Teaching and Learning with Technology (JoTLT) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in JoTLT.<br>&nbsp;</li> <li class="show">Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in JoTLT.<br><br></li> <li class="show">In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoTLT publications, JoTLT encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoTLT, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in JoTLT.</li> </ol> New Strategies for New Literacies - Digital Strategy Backpack Samplers <p><em>The skills and strategies of effective communication are at the heart of literacy teaching and learning; engaging with digital technologies to communicate puts new demands on teachers and students. The communication tools of the 21<sup>st</sup> century require a rethinking of our 19th century educational approach to fully integrate digital tools into the classroom.  We must help pre-service teachers learn how to leverage technology to build students’ communication skills across the curriculum. The authors describe two different Digital Strategy Backpacks that were integrated into a pre-service teacher education instructional technology class.  The backpacks illustrate how learners apply communication skills and strategies with a range of technologies.  The authors acknowledge that the Digital Strategy Backpacks are just a taste of this technique, however, we contend that they demonstrate how teachers and teacher educators can put communication goals at the front and center of teaching with technology.</em></p><p class="p1"><strong><br /> </strong></p> Shufang Shi Strause Nance Wilson ##submission.copyrightStatement## 2018-06-06 2018-06-06 7 1 1 24 10.14434//jotlt.v7n1.23100 Self-Regulation and Feedback in an Educational Statistics Course <p>The purpose of the study was to evaluate the effects of feedback timing and quality on student self-regulatory behavior.  Using a non-equivalent control-group design, students were assigned to either an immediate-detailed or delayed-grade-only feedback condition within the online statistics homework program, Aplia.  The groups were then compared on levels of self-regulation and ratings of perceived homework effectiveness.  Results indicate no significant differences between groups. Implications and the need for updated and more context specific measurements are discussed.  <strong></strong></p><em>Keywords:</em> online homework; self-regulation; Aplia; graduate student; statistics course Amanda S Williams ##submission.copyrightStatement## 2018-06-06 2018-06-06 7 1 25 42 10.14434//jotlt.v7n1.23343 “I Got Confused Reading It”: Using Backchannels to Collaboratively Build Meaning with Texts <p align="left">This study explores the use of backchannels, real-time online conversations taking place simultaneously with spoken discussions (the front channel), as one approach to meaning-making through discussion. Using transcripts of front and backchannel discussions, we examine how undergraduate preservice teachers utilize backchannels to talk about class-assigned texts. Although previous research has suggested that backchannels can create distractions, our study found that participants within the backchannel groups were able to create meaning through their interactions. We used five types of talk (analytic, personal, intertextual, transparent, and performative) to aid in our analysis. While we found evidence of all types of talk in the transcripts, analytical talk dominated the conversations, suggesting that backchannels can indeed encourage close readings of texts. In addition, we found that the nature of the online environment created a sixth category of talk. This type of talk, which we called negotiation, allowed participants in the backchannel to define and react to the digital space they interacted within. Findings point to increased engagement in class discussion and the potential of backchannels as a way to effectively integrate technology into instruction.</p> Robyn Seglem Linda Haling ##submission.copyrightStatement## 2018-06-06 2018-06-06 7 1 43 58 10.14434//jotlt.v7n1.23346 An Educational Paradigm in the Midst of Shifting: Students’ and Professors’ Attitudes toward Classroom Technology <p>Many community college educators struggle with the notion of technology as <br> integral to classroom learning, concerned about changing the very nature of what classroom learning means. For students, there are similar concerns regarding classroom experience, especially if students come from different educational backgrounds, generations, or levels of technological expertise. This qualitative research study compares student and professor experiences of classroom-specific technology use, and findings indicate convergent and divergent themes among students and professors specific to their classroom technology experiences. Students and professors agree that technology should be used in classrooms, despite sometimes hindering creativity and becoming a distraction. Students and professors disagreed in their satisfaction with amounts of classroom technology use and assurance in the efficacy of that technology use. These findings provide valuable insights and fundamental guiding principles for assessing the relationship between users and classroom technology.</p> Emalinda L. McSpadden ##submission.copyrightStatement## 2018-06-06 2018-06-06 7 1 59 69 10.14434//jotlt.v7n1.23368 Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course <p>While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.</p> Kevin J. Graziano ##submission.copyrightStatement## 2018-06-06 2018-06-06 7 1 70 86 10.14434//jotlt.v7n1.23492 Introducing a Pre-Determined Feedback Pool for Evaluating Students’ Online Discussion Participation <p>As self-regulation for successful online learning is a relatively new focus in online education, more attention is directed toward initiatives to help students become more cognizant of their learning efforts in online learning environments. Grounded in the idea that self-regulation is feedback dependent, we argue for the necessity of instructor feedback on student performance in online classes.  The specific focus is instructor feedback on students’ online discussion contributions.  To assist instructors in managing their feedback practices in large online classes with numerous discussion entries, we present a feedback pool that includes a range of predetermined comments instructors can choose from while assessing their students’ discussion participation. </p> Dilani Perera-Diltz R.J. Davis Sedef Uzuner Smith Carl Sheperis ##submission.copyrightStatement## 2018-06-06 2018-06-06 7 1 87 107 10.14434//jotlt.v7n1.23866 The Influence of iPads on Course Performance and Student Perceptions of Learning in Human Anatomy <p>The influence of iPad compared to computer-based active and collaborative learning activities on academic performance, along with student attitudes toward technology, engagement, and perceived learning were examined between two one-semester undergraduate-level Human Anatomy classes. Student attitudes and perceived learning were assessed using pre- and post-semester surveys between two simultaneous classes: iPad-integrated (n = 24) and no-iPad (n = 21). No-iPad users reported higher attainment of course objectives (human anatomy factual knowledge, principles and theories, and application of material) than iPad users. IPad users also reported lower levels of course engagement following fifteen weeks of usage whereas no-iPad users reported higher levels of engagement. Both groups showed similar learning gains based on test scores, and final grades. This article explores potential explanations for discrepancies with some previous research by highlighting the importance of consistent instructional methods, regardless of media, in undergraduate education.</p> Lesley M Scibora Timothy P Mead Claire Larson ##submission.copyrightStatement## 2018-06-06 2018-06-06 7 1 108 124 10.14434//jotlt.v7n1.23973 Using the Photovoice Method to Elicit Authentic Learning in Online Discussions <p>While online discussions remain popular in college classrooms, mixed results persist about their effectiveness in eliciting authentic learning. This case study explores how students perceive the influence of the Photovoice method on their authentic learning, critical thinking, engagement, and peer interaction in an asynchronous online discussion. Photovoice is a research method combining photography with social action, in which people express their points of view by photographing scenes that highlight certain themes. Students in an online undergraduate course engaged in an online discussion which asked them to connect personal images to the course content. Students reported that this strategy supported authentic learning, critical thinking, engagement, and interaction; in addition, a correlational analysis found that these factors are highly interrelated. This case study proposes recommendations for practitioners interested in using a similar approach.</p> Beatriz M Reyes-Foster Aimee DeNoyelles ##submission.copyrightStatement## 2018-06-06 2018-06-06 7 1 125 138 10.14434//jotlt.v7n1.23596 “It’s like fifty-fifty”: Using the Student Voice towards Enhancing Undergraduates’ Engagement with Online Feedback Provision <p class="Els-Abstract-text">Reflecting the continuing change in higher education student experiences in light of the electronic age it is crucial to examine whether digital feedback provision approaches are seen as helpful in promoting self-regulated learning. In the present study students (<em>N</em> = 99) completed a survey examining preferences and gathering initial qualitative data. A sub-set (<em>N</em> = 18) took part in focus groups. In line with trends observed in previous research, a high proportion of students preferred submitting work and accessing feedback online. Attitudes towards the shift from hard copy to online feedback provision were largely positive, focusing on improved aspects of spatial and temporal distance. However, the student insight also highlighted concerns around communication and motivation to engage with feedback, indicating there is a need for appropriate training to support the access to feedback and how to engage in post-feedback communication beyond the computer screen.</p> Michael Hast Caroline Healy ##submission.copyrightStatement## 2018-06-06 2018-06-06 7 1 139 151 10.14434//jotlt.v7n1.23806 Repurposing Digital Devices: Using Web-based Polling Sites as Vehicles for Classroom Participation Christopher James Edward Anderson ##submission.copyrightStatement## 2018-06-06 2018-06-06 7 1 152 156 10.14434/jotlt.v7n1.20147 Classroom-Produced Journals: Integrating Undergraduate Research into the Curriculum and Publishing Scholarship through the Institutional Repository <p>Writing skills are an important part of a student’s academic success. Literature suggests that incorporating research into the undergraduate curriculum will not only strengthen their academic writing, but also the quality of the academic experience (Ho, 2011). Thus, allowing students to be active participants through an entire research lifecycle will not only enhance the curriculum but increase student engagement. The research lifecycle, including publication, requires both individual and group based efforts and both are essential to producing a classroom-produced journal.</p> A. Miller ##submission.copyrightStatement## 2018-06-06 2018-06-06 7 1 157 161 10.14434//jotlt.v7n1.21971