"Maximizing STEM Learning through Online and Mobile Communications" (archived)

 

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Rutgers University's Dr. Erica Boling shares her insights into using the Thinkfinity Community in Maximizing STEM Learning through Online and Mobile Communications. Learn methods for designing interactive, educational, and engaging online communities based on the findings from more than two years of research conducted on Verizon's Thinkfinity.org site. Dr. Boling has successfully built and maintained interactive online communities within the Thinkfinity Community.



Note: See attached list of URLs presented in Dr. Erica's webinar, Maximizing STEM Learning through Online and Mobile Communications.


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Bio: Dr. Erica C. Boling is an Associate Professor of Literacy Education in the Graduate School of Education at Rutgers, The State University of New Jersey. Dr. Boling received her Ph.D. in Curriculum, Teaching and Educational Policy from Michigan State University. She has worked as an elementary school teacher in Chile, Luxembourg, and the United States. In addition, she assisted in developing the first TESOL (Teaching English to Speakers of Other Languages) certification program in South Korea while working at Sookmyung Women's University. Recently the Verizon Foundation awarded Rutgers University's Graduate School of Education two grants to help equip teachers with the tools and skills needed to prepare students for success in today's digital society. Over the last few years, Dr. Boling has been overseeing the development and implementation and evaluation of educational technology programs that have emerged from these grants.

 

Dr. Boling's current research investigates online learning and the impact of technology on teaching and learning. She has also explored how the integration of technology can challenge fundamental beliefs that educators hold about education. Previous research projects include Teachers & Technology: New Visions of Literacy Education. This project investigated practicing teachers' knowledge, skills, and dispositions towards the integration of technology into classroom instruction. It also explored the ways in which high school teachers' uses of technology both supported and hindered student learning. Another study, Disciplined Based Literacy in Urban High Schools, was a multi-year project that involved the development, implementation, and evaluation of a teacher professional development program that was designed to increase the reading achievement of marginalized, adolescent readers. Dr. Boling's research has been reported in highly regarded, peer-reviewed journals such as Teachers College Record, English Education, Research in the Teaching of English, and Teaching and Teacher Education.