ChatGPT, an AI chatbot developed by OpenAI, was released in November 2022, sparking a significant... more ChatGPT, an AI chatbot developed by OpenAI, was released in November 2022, sparking a significant surge in global awareness and utilization of generative AI across various domains. Although recent studies have acknowledged the significance of ChatGPT in the education sector, they have yet to focus on exploring faculty attitudes toward ChatGPT. We gathered a comprehensive corpus of tweets containing "#ChatGPT" and "#highered" between November 30th, 2022, and April 30th, 2023. We analyzed data by triangulating VADER, NRC lexicon, and ground coding. Findings suggest that 40% of the expressed sentiments were positive, 51% were neutral, and 9% were negative. The study also revealed the diverse range of emotions held by higher education faculty regarding ChatGPT, with trust and joy being the most prevalent positive sentiments and fear and anger being the most prevalent negative sentiments. This study shed light on faculty members' perceptions of ChatGPT, contributing to a better understanding of the impact, emotions, and incorporation of ChatGPT in the higher education sector.
Bridging human and machine: future education with intelligence, 2020
With progressive twenty-first-century 3D virtual technologies, the ability to blur the lines betw... more With progressive twenty-first-century 3D virtual technologies, the ability to blur the lines between material reality and digital worlds is proliferating in K-12 classrooms across the globe. A thematic systematic review was used to examine three-dimensional (3D) virtual reality (VR) in K-12 education from 2010 to 2019. Findings revealed specific features and capabilities of contemporary 3D VR technologies, how 3D VR technologies are being used in K-12 education, and how 3D VR supports learning experiences. In 3D virtual worlds, students are able to view peripherally through a virtual presence, experience weather, time, and different environments, and virtually touch and examine objects. The current research showed that 3D VR is commonly applied in middle and high school science classrooms and facilitates the pedagogic approach of inquiry-based learning (IBL), a branch of constructivism. The reviewed studies indicated that integrating 3D VR technologies leads to enhanced learning experiences, leading to increased achievement and motivation.
This is a PDF file of an article that has undergone enhancements after acceptance, such as the ad... more This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
Bridging human and machine: future education with intelligence, 2020
Educational technology skills and practices are becoming increasingly prominent in schools around... more Educational technology skills and practices are becoming increasingly prominent in schools around the world as the integration of computer science strands, such as computational thinking and coding, are being introduced into curricula. Educational leaders and teachers should integrate computational thinking and digital skills into activities in all disciplines spanning grades K-12. Students who learn coding and computational thinking skills are better equipped to apply problem-solving skills to analyzing data, recognize patterns, and make connections between what they already know and the problems they face. This chapter supports practitioners, policymakers, researchers and funders by examining the definitions of computational thinking and coding and their relationship to project-based and inquiry-based learning, as well as the ways in which computational thinking and coding are currently employed across the content areas. Concrete resources are provided as support for educators of all ages and disciplines looking to incorporate coding and computational thinking skills into their lesson plans.
International Journal of Social Media and Interactive Learning Environments, 2019
The purpose of this research is to examine factors affecting students' perception and engagement ... more The purpose of this research is to examine factors affecting students' perception and engagement of microblogging integration using a qualitative approach. We employed a qualitative case study design to explore potential factors affecting microblogging integration in a hybrid course. Using the technology acceptance model (TAM) model as an umbrella framework, we examined through in-depth interviews with 18 participants the impact of microblogging integration into instruction that affected students' reported use and perceptions of their microblogging-supported learning experiences. We found that individual differences, system characteristics, social influence and facilitating conditions all have impact on student participation and engagement in microblogging integration to varying degrees. We identified more granular factors within each of the four dimensions. Additionally, we proposed a Twitter user taxonomy based on perceived usefulness and usage behaviour and
This guide to the ISTE Standards for Coaches helps define the role of technology coaches and show... more This guide to the ISTE Standards for Coaches helps define the role of technology coaches and shows how their work connects to the ISTE Standards and learning sciences. The role of technology coaches in education constantly evolves and encompasses many responsibilities. Coaches inspire educators to improve learning outcomes through the integration of technology, ensuring accessible high-quality learning and lesson plans for all students. Technology coaches also model digital citizenship to support the interactions of educators and students in a digital world. [From the publisher]https://digitalcommons.odu.edu/teachinglearning_books/1026/thumbnail.jp
Abstract: This paper seeks to contribute to the understanding of public participation in the proc... more Abstract: This paper seeks to contribute to the understanding of public participation in the process of science policy-making and the lay public's contribution to scientific knowledge production. Nowotny et al (2001) claim that the traditional boundaries between expert and ...
ChatGPT, an AI chatbot developed by OpenAI, was released in November 2022, sparking a significant... more ChatGPT, an AI chatbot developed by OpenAI, was released in November 2022, sparking a significant surge in global awareness and utilization of generative AI across various domains. Although recent studies have acknowledged the significance of ChatGPT in the education sector, they have yet to focus on exploring faculty attitudes toward ChatGPT. We gathered a comprehensive corpus of tweets containing "#ChatGPT" and "#highered" between November 30th, 2022, and April 30th, 2023. We analyzed data by triangulating VADER, NRC lexicon, and ground coding. Findings suggest that 40% of the expressed sentiments were positive, 51% were neutral, and 9% were negative. The study also revealed the diverse range of emotions held by higher education faculty regarding ChatGPT, with trust and joy being the most prevalent positive sentiments and fear and anger being the most prevalent negative sentiments. This study shed light on faculty members' perceptions of ChatGPT, contributing to a better understanding of the impact, emotions, and incorporation of ChatGPT in the higher education sector.
Bridging human and machine: future education with intelligence, 2020
With progressive twenty-first-century 3D virtual technologies, the ability to blur the lines betw... more With progressive twenty-first-century 3D virtual technologies, the ability to blur the lines between material reality and digital worlds is proliferating in K-12 classrooms across the globe. A thematic systematic review was used to examine three-dimensional (3D) virtual reality (VR) in K-12 education from 2010 to 2019. Findings revealed specific features and capabilities of contemporary 3D VR technologies, how 3D VR technologies are being used in K-12 education, and how 3D VR supports learning experiences. In 3D virtual worlds, students are able to view peripherally through a virtual presence, experience weather, time, and different environments, and virtually touch and examine objects. The current research showed that 3D VR is commonly applied in middle and high school science classrooms and facilitates the pedagogic approach of inquiry-based learning (IBL), a branch of constructivism. The reviewed studies indicated that integrating 3D VR technologies leads to enhanced learning experiences, leading to increased achievement and motivation.
This is a PDF file of an article that has undergone enhancements after acceptance, such as the ad... more This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
Bridging human and machine: future education with intelligence, 2020
Educational technology skills and practices are becoming increasingly prominent in schools around... more Educational technology skills and practices are becoming increasingly prominent in schools around the world as the integration of computer science strands, such as computational thinking and coding, are being introduced into curricula. Educational leaders and teachers should integrate computational thinking and digital skills into activities in all disciplines spanning grades K-12. Students who learn coding and computational thinking skills are better equipped to apply problem-solving skills to analyzing data, recognize patterns, and make connections between what they already know and the problems they face. This chapter supports practitioners, policymakers, researchers and funders by examining the definitions of computational thinking and coding and their relationship to project-based and inquiry-based learning, as well as the ways in which computational thinking and coding are currently employed across the content areas. Concrete resources are provided as support for educators of all ages and disciplines looking to incorporate coding and computational thinking skills into their lesson plans.
International Journal of Social Media and Interactive Learning Environments, 2019
The purpose of this research is to examine factors affecting students' perception and engagement ... more The purpose of this research is to examine factors affecting students' perception and engagement of microblogging integration using a qualitative approach. We employed a qualitative case study design to explore potential factors affecting microblogging integration in a hybrid course. Using the technology acceptance model (TAM) model as an umbrella framework, we examined through in-depth interviews with 18 participants the impact of microblogging integration into instruction that affected students' reported use and perceptions of their microblogging-supported learning experiences. We found that individual differences, system characteristics, social influence and facilitating conditions all have impact on student participation and engagement in microblogging integration to varying degrees. We identified more granular factors within each of the four dimensions. Additionally, we proposed a Twitter user taxonomy based on perceived usefulness and usage behaviour and
This guide to the ISTE Standards for Coaches helps define the role of technology coaches and show... more This guide to the ISTE Standards for Coaches helps define the role of technology coaches and shows how their work connects to the ISTE Standards and learning sciences. The role of technology coaches in education constantly evolves and encompasses many responsibilities. Coaches inspire educators to improve learning outcomes through the integration of technology, ensuring accessible high-quality learning and lesson plans for all students. Technology coaches also model digital citizenship to support the interactions of educators and students in a digital world. [From the publisher]https://digitalcommons.odu.edu/teachinglearning_books/1026/thumbnail.jp
Abstract: This paper seeks to contribute to the understanding of public participation in the proc... more Abstract: This paper seeks to contribute to the understanding of public participation in the process of science policy-making and the lay public's contribution to scientific knowledge production. Nowotny et al (2001) claim that the traditional boundaries between expert and ...
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Papers by Helen Crompton