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MirandaNet Fellowship Profiles (MirandaNet Archive - as of March 2015)
I am an Assistant Professor of Literacy Education at Rutgers University in New Jersey. I began my career in education as an elementary teacher and have taught in the United States, Luxembourg, and Chile. In addition, I assisted in establishing the first TESOL (Teaching English to Speakers of Other Languages) certification program while working Sookmyung Women's University in Seoul, South Korea. My Master's degree is in Instructional Systems Development with an emphasis on ESOL/Bilingual education. I obtained my Ph.D. in Curriculum, Teaching, and Educational Policy from Michigan State University.
I am interested in how technology can transform teaching and learning. More specifically, I am interested in how technology can be integrated into classroom instruction to support literacy learning. My initial interest in technology integration began when I used the hypermedia video-based program Reading Classroom Explorer (RCE) while teaching literacy methods courses at Michigan State University. I've investigated how the use of hypermedia programs like RCE can impact both teacher educators and teacher education students. I am interested in conducting research that informs the ways in which we prepare teachers for working with diverse populations of students, and I believe that technology can play a role in supporting the differentiation of instruction in k-12 and university classrooms. My work always seems to take me in the direction of teacher learning, teacher beliefs, and the ways in which technology can challenge individual's views of teaching and learning. More recently, I have begun to move my work into K-12 classrooms and will soon begin a study that investigates how technology can be used to support high school students' critical, information literacy skills.
I am currently working on two studies and am designing a third study that will begin Fall 2006. The first study involves teachers and students in a high school district that is part of a 1-to-1 laptop initiative. I'm investigating the ways in which technology is integrated throughout the curriculum and the ways in which students' respond to technology integration. I am also working with teachers and investigating how to use technology to support students as they develop the information literacy skills that are needed to be successful in today's globalized information society. The second study follows a group of first year elementary teachers who participated in a Literacy & Technology course that I taught in Spring 2005. The purpose of the study is to investigate what knowledge, skills, and dispositions teachers have about integrating technology into classroom instruction and how and why these knowledge, skills, and dispositions change over time. The third study which I plan to implement during the 2006-2007 academic school year will involve the development of an instructional intervention that uses technology to support the literacy development of struggling high school readers.
Boling, E. C. (2005). A Time of New Literacies: Who’s educating the teacher educators? Teachers College Record, Date Published: February 14, 2005 http://www.tcrecord.org ID Number: 11742.
Boling, E. C., & Adams, S. S. (2005). Using Hypermedia Video-Cases to Prepare Literacy Teachers: The How, What, and Why to Assessing Learning and Teaching Outcomes. Proceedings of the International Conference of the Society for Information Technology and Teacher Education (SITE), March 1-5, (pp. 2937-2942). Norfolk, VA: Association for the Advancement of Computing in Education.
Boling, E. C. (2004). Preparing Novices for Teaching Literacy in Diverse Classrooms: Using written, video, and hypermedia cases to prepare literacy teachers. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, and D. Schallert (Eds.), 53rd Yearbook of the National Reading Conference (pp. 130-145). Oak Creek, Wisconsin: National Reading Conference.
Ferdig, R. E., Roehler, L. R., Boling, E. C., Knezek, S., Pearson, P. D. & Yadav, A. (2004). Teaching with video cases on the Web: Lessons learned from the Reading Classroom Explorer. In A. Brown & N. David (Eds.) World Yearbook of Education 2004: Digital Technology, Communities & Education (pp. 164-175). New York: RoutledgeFalmer.
Pressley, M., Duke, N., & Boling, E. (2004). The Educational Science and Scientifically Based Instruction We Need: Lessons from Reading Research and Policymaking. Harvard Educational Review, 74(1), pp. 30-61.
Boling, E. C. (2003). The Transformation of Instruction through Technology: Promoting inclusive learning communities in teacher education courses. Action in Teacher Education, 24(4), p. 64-73.
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