Ritzhaupt, A. D., Poling, N., Frey, C. & Johnson, M. (2014). A synthesis on digital games in education: What the research literature says from 2000 to 2010. Journal of Interactive Learning Research, 25(2), 261-280.
Abstract: This research reports the results of a literature synthesis conducted on digital gaming in education research literature. Seventy-three digital gaming research articles in education were identified through a systematic literature search and were coded across several relevant criteria. Our research indicates trends and patterns from empirical studies on digital gaming in education from 2000 to 2010. Most research literature appears in the context of K-12 and higher education, and most literature appears to rely on experimental methods of research. The results show a steady increase in the number of publications related to digital gaming in education being published since 2004. The results also demonstrate that literature in digital gaming in education lacks completeness in reporting vital information, such as treatment intensity and duration, gaming platforms, or the number of players in a game. The missing information is vital in understanding the scope and direction of digital gaming research in education. Recommendations for future research are provided.
Huggins, A. C., Ritzhaupt, A. D., & Dawson, K. (2014). Measuring information and communication technology literacy using a performance assessment: Validation of the Student Tool for Technology Literacy (ST2L). Computers & Education, 77, 1 - 12.
Abstract: This paper reports the validation scores of the Student Tool for Technology Literacy (ST2L), a performance-based assessment based on the National Educational Technology Standards for Students (NETS*S) used to measure middle grade students Information and Communication Technology (ICT) Literacy. Middle grade students (N = 5884) from school districts across the state of Florida were recruited for this study. This paper first provides an overview of various methods to measure ICT literacy and related constructs, and provides documented evidence of score reliability and validity. Following sound procedures based on prior research, this paper provides validity and reliability evidence for the ST2L scores using both item response theory and testlet response theory. This paper examines both the internal and external validity of the instrument. The ST2L, with minimal revision, was found to be a sound measure of ICT literacy for low-stakes assessment purposes. A discussion of the results is provided with emphasis on the psychometric properties of the tool and some practical insights on with whom the tool should be used in future research and practice.
Kumar, S. & Ritzhaupt, A. D. (2014). Adapting the Community of Inquiry Survey for an Online Graduate Program: implications for online programs. E-Learning and Digital Media, 11(1), 59‑71.
A cohort-based online professional doctorate program that consisted of both online coursework and research activities was designed using Garrison et al’s community of inquiry (CoI) framework. The evaluation of the program proved a challenge because all existing CoI assessment methods in the past have dealt with online courses, not with online programs. In the absence of a validated instrument for measuring the success of the community of inquiry design at a program level, the CoI survey for online courses was adapted and used with the second cohort of online students (n = 18). This article presents (a) an extension of the construct’s cognitive, teaching, and social presence for online programs, and (b) an instrument to measure student perceptions of a CoI that encompasses asynchronous and synchronous interactions, as well as course-specific and non-course-specific interactions in different learning spaces.
Ritzhaupt, A. D. & Martin, F. (2014). Development and validation of the educational technologist multimedia competency survey. Educational Technology Research and Development, 62(1), 13-33.
The purpose of this research study was to identify the multimedia competencies of an educational technologist by creating a valid and reliable survey instrument to administer to educational technology professionals. The educational technology multimedia competency survey developed through this research is based on a conceptual framework that emphasizes the current definition of the field. Following the conceptual framework, a review of literature and an emergent theme analysis on 205 job announcements in educational technology were conducted. Eighty-five multimedia competencies were derived from this analysis and organized into knowledge, skill, and ability statements. These data were examined using descriptive statistics, internal consistency reliability, exploratory factor analysis, and multivariate analysis of variance. Though the purpose of the instrument was to measure multimedia competencies relevant to the field of educational technology, other constructs on the instrument emerged as more important in the analysis. The results include key competencies, such as knowledge of methods and theories of instruction; soft skills; and the ability to work in a team-oriented environment. A discussion about the results is provided. The instrument was found to have a valid and internally consistent structure.
My article on mathematics and science teachers attitudes and beliefs was recently published by the Journal of Computers in Mathematics and Science Teaching. This work was conducted with my dear colleagues Dr. Gladis Kersaint and Dr. Feng Liu. Here is the citation:
Kersaint, G., Ritzhaupt, A. D., & Liu, F. (2014). Technology to enhance mathematics and science teaching and learning: Changes in the perceptions of teachers after participating in a yearlong professional development program. Journal of Computers in Mathematics and Science Teaching, 33(1), 73 - 101.
Here is the abstract:
The purpose of this study is to examine the extent to which teachers of mathematics or science who were engaged in a year-long initiative to help them integrate technological tools were (a) familiar with generic and mathematics- or science-specific technology, (b) comfortable integrating generic and content-specific technology, (c) believe that the use of technology for teaching mathematics or science is important, and (d) were able to use other digital tools to support mathematics or science teaching and learning. More changes in views were found for a variety of generic digitals tools (e.g., Interactive White Boards), than there were for content-specific tools (e.g., dynamic geometry software). Teachers of science reported changes in views for a larger number and variety of digital tools than did mathematics teachers.
My article with dear colleagues Dr. Kara Dawson and Dr.Feng Liu, and my former students Prisca Rodriguez and Chris Frey was recently published by the Journal of Computers in Mathematics and Science Teaching. This article dates back to our EETT work with math and science lesson plans using TPACK as a framework. Here is the citation:
Dawson, K., Ritzhaupt, A. D., Liu, F., Rodriguez, P., & Frey, C. (2013). Using TPCK as a lens to study the practices of math and science teachers involved in a year-long technology integration initiative. Journal of Computers in Mathematics and Science Teaching, 32(4), 395-422.
This articles dates back to the 2010 EETT grant funding. We collected data from teachers involved in the program about their principals using the CFSQ. We conducted a set of confirmatory factor analyses on these data. Here is the citation:
Liu, F., Ritzhaupt, A. D., & Cavanaugh, C. (2013). Leaders of school technology innovation: A confirmatory factor analysis of the Change Facilitator Style Questionnaire (CFSQ). Journal of Educational Administration, 51(5), 576-593.
We finally published our article on gender and its relationship with Information and Communication Technology. This work has been well under way for more than 5-years However, we are pleased to publish our work in Educational Technology Research and Development, which is a leading journal in our field. Thanks to my dear co-authors: Tina Hohlfeld and Ann E. Barron. Here is the citation:
Hohlfeld, T., Ritzhaupt, A. D. & Barron, A. E. (2013). Are gender differences in perceived and demonstrated technology literacy significant? It depends on the model. Educational Technology Research and Development, 61(4), 639-663.
I have been passionate about digital equity issues within the state of Florida since I was an undergraduate student. This most recent article looks at the technology literacy of middle school students in the state of Florida. Many thanks to my dear co-authors: Kara Dawson, Feng Liu, and Ann Barron. Here is the citation:
Ritzhaupt, A. D., Liu, F., Dawson, K., & Barron, A. E. (2013). Differences in student information and communication technology literacy based on socio-economic status, ethnicity, and gender: Evidence of a digital divide in Florida schools. Journal of Research on Technology in Education, 45(4), 291 - 307.
Over the past couple years, I have had the pleasure of working with my dear colleague and friend Dr. Grandon Gill as an external evaluator on his National Science Foundation grant. This grant program focused on integrating open, authentic case studies in information systems education. The work culminated in this article published in the Journal of Information Technology Education. Here is the citation:
Gill, T. G. & Ritzhaupt, A. D. (2013). Systematically evaluating the effectiveness of an information systems capstone course: Implications for practice. Journal of Information Technology Education, 12, 69 - 94.