Wang, J., Dawson, K. Antonenko, P., Saunders, K., Lombardino, L., Ritzhaupt, A., Agacli-Dogan, N., Cheng, L., Luo, W., Davis, R., Beal, C. & Keil, A. (2017). Converging Behavioral and Psychophysiological Measures: Evaluating the Effectiveness of Multimedia Learning Conditions with Dyslexic Learners. Paper presented at the American Educational Research Association. San Antonio, TX.

This study explored the effects of four multimedia learning formats on learning and cognitive dynamics of 72 postsecondary students with dyslexia. Text with representation images was found to be the most beneficial learning for free recall whereas test without images and narration with images produced improved scores on the test of recognition. The condition one would expect to be most aligned with optimal information processing for dyslexic individuals – narration with images – produced the highest levels of effort and led to low recognition and recall performance.

Eustler, L., Antonenko, P. & Dawson, K. (2017). Children’s Gender and Age Impact on Technology Adoption and Use. Paper presented at the American Educational Research Association. San Antonio, TX.

Given today’s ubiquitous portable technology in the homes of elementary children (Rideout & Katz, 2016), children may be learning to read differently (Levy, 2009). This mixed-method study examined portable technology adoption and use behavior of children learning to read in the home (Ajzen, 1991), and searched for characteristic differences. Participants were parents of K-5 elementary children. Data sources included 120 survey responses (adapted from Venkatesh, Morris, Davis, & Davis, 2003, p. 460) and 13 individual interviews (Patton, 1990). Analysis revealed child’s gender and age distinctly impacted technology adoption behavior. Implications apply to parents, teachers and school leaders, and educational researchers, particularly to construct an awareness of how individual characteristics may affect children’s perceptions and use of portable technology.

Ritzhaupt, A., Levene, J. & Dawson, K. (2017) Where Are We as a Certifiable Body of Knowledge? Technology Certificates and Endorsements Offered by State Departments of Education in the United States. Paper presented at the American Educational Research Association. San Antonio, TX.

Where is the field of educational technology in terms of a certifiable body of knowledge? The purpose of this research is to examine existing state requirements for certifications and endorsements in the field of educational/instructional technology. The research consisted of mining the state department of education websites to determine what certification areas are offered in each state. This was accomplished with a two-phase process along with a researcher journal. The results suggest that, at present, 20 states had some sort of educational technology certification or endorsement. However, the requirements differed from state to state. This research will shed light on the topic and provide an in-depth review.

Hohlfeld, T., Ritzhaupt, A., Dawson, K. & Wilson, M. Technology Awareness, Access, and Training: Connecting Schools, Community, Parents, and Students. Paper presented at the American Educational Research Association. San Antonio, TX.

The purpose of this research paper is to examine the role of schools, community members, parents, and students in utilizing technology to develop students and the community at large. Specifically, this research uses seven years of longitudinal technology integration data in K-12 schools to examine technology awareness, access, training, and Bring Your Own Device policies of schools within the state of Florida. Using community involvement discourse as the conceptual framework, this research hopes to expand our understanding of the role of technology in reaching and involving diverse community members in our schools in relation to socio-economic status. The results show some intriguing differences between High and Low-SES schools.