My research group is presenting several research papers at the American Educational Research Association’s annual conference in New Orleans, LA. We will be posting our handouts and presentation materials here at this website following our presentations. We would be delighted to meet you. Here are our sessions: 

Session 1: 

“Degree of Digital Equity in Schools by Race and Socioeconomic Characteristics” by Gloria Gonzales Dholakia, Joan E. Hughes, and Michelle Fulks Read
Friday, April 8, 2011 from 12:00 PM to 1:30 PM
Location: Sheraton Grand Ballroom B

In Session “Issues Associated with Technology in Teaching and Learning”

Abstract: This research examines and compares digital equity at two different middle schools. Focus is placed upon minority student in- and out-of-school technology use to explore the relationship of school characteristics and digital equity. The first middle school is a minority-majority school, with 93% Hispanic and African-American students. The second middle school is a historically white majority school participating in a district student-transfer program with a 50% white and 50% Hispanic/African American population. Digital inequities based on school socio-economic status and ethnicity are presented. Without addressing these unequal opportunities to acquire 21st century skills, educational change cannot be achieved.

Session 2:

“Research Snapshots from 2002-2010 on Preparing Preservice Teachers to Integrate Technology Into Teaching Within a 1:1 Laptop Teacher Education Program” by Joan E. Hughes, Hyojin Yoon,  Nikki Wen, and Minwook Ok
Friday, April 8, 2011 from 4:05 PM to 5:35 PM
Location: New Orleans Marriott / Mardi Gras Salon A

In Session: Laptops in Preservice Teacher Education
Abstract:  This paper is a compilation of recent research that has been conducted to understand the development of preservice teachers that are enrolled in a technology-rich teacher education program. This program is described as technology-rich to reflect its commitment to a 1:1 laptop environment in which all certification students had their own laptop for their certification studies. This paper attempts support dissemination and scale-up by providing a case of one technology-rich program including its programmatic description and the research base generated from studies set within it. Further, we aim for this work to generate discussion and orientation for future inter-institutional research in technology-rich teacher education.

Session 3:

“An Ecological Case Study of Two Middle Schools’ Technology Integration” by Michelle Fulks Read, Sara Jolly Jones, Joan E. Hughes, and Gloria Gonzales Dholakia
Saturday, April 9, 2011 from 10:35 AM to 12:05 PM
Location: Astor Crowne Plaza / Toulouse A
In Session: Clearing Technology Integration Hurdles in K-12

Abstract: In this series of ethnographic case studies, we utilize mixed methods to examine technology integration at schools that represent differing demographics, geographical locations and technology infrastructure. The first data set, collected from Saguaro Middle School in spring 2009, is compared with data collected from Porter Middle School in spring 2010 in which students, teachers and technology leaders are questioned. Results show wide digital technology usage for web, productivity, communication and creation domains for students and teachers at both schools. However, a large gap exists in the amount of student usage in- and out-of schools. The size of this gap differs between schools. School and district technology leaders rank a variety of elements important to their school’s technology vision.