Don Krug > Funded Research (selected)
BC Portfolio RequirementsThe Seeds of Possibility
Ethnography and Visual Culture — Miracles of the Spirit: Folk, Art, and Stories from Wisconsin
Pedagogy and Rich Media
ICT in Teacher Education and Professional Development
Research and Development of an Instructional Resource Lab for Teacher Education
Ethnic Arts: A Means of Intercultural Communication (online)
Professional Development through Online Curriculum
Collaborative Learning through the Use of Digital Interactive Computer Technology
Transforming Education Through the Arts Challenge
National Professional Development Colloquium: Art & Ecology: Interdisciplinary Approaches in the Curriculum
Inukshuk Internet Inc.
This research project examined how students and teachers can use rich media and virtual learning environments to complete the new graduation requirements being implemented in British Columbia in the 2005-2006 school year. All incoming secondary students must take a new course, Planning 10, as well as keep a portfolio of work demonstrating learning across a number of domains from grade 10 through grade 12. UBC, the Distance Education Schools Consortium, and Open Schools created a partnership to study game design as well as the learning strategies used by these genres. The research examined the planning, design, and testing of a multimedia learning module that allowed students to complete both core and choice criteria from the new graduation requirements. (Research website and findings are pending).
Faculty of Education Dean’s Learning Technology Funds, The University of British Columbia.
The SEEDS research project began during the winter (Term 2) of the 2004-2005 academic year. Our research team of (1) faculty member and (5) graduate students worked with 120 teacher education students and (7) faculty advisors. The research objective examined how ICT literacies and fluencies could be slowly and systemicly integrated into the teacher education students’program of study. The SEEDS project is currently researching ways to 1). create sustainable, learning focused, communicative, critical, collaborative and accountable learning environments so that participants learn to feel confident and become competent in using learning technologies within various educational settings. Research findings are pending.
2005
Ethnography and Visual Culture — Miracles of the Spirit: Folk, Art,
and Stories from Wisconsin
College of the Arts, The Ohio State University and
The University of Wisconsin-Madison
Don Krug and Ann Parker authored “Miracles of the Spirit: Folk, Art, and Stories from Wisconsin,” which features ethnographic research based on interviews with people who make in urban, small-town, and rural Wisconsin. From the artists stories and experiences, working for the most part outside the mainstream of university and museum galleries, this research focuses on questions related to misrepresentation of—or myths about the formation of the artists cultural practices, sense of place and and visual culture.
Hampton Social Science Research Funds, The University of British Columbia.
This pilot study examined how K-12 teachers at one school in British Columbia use ICT for their own professional development through a critical inquiry research intervention in face-to-face, hybrid, and online distance education learning environments. Teachers created an online electronic portfolio of curriculum resources for their own research and for use in their teaching. They collaborated with other teachers in learning how to do this and, in this way, they learned to teach this knowledge and skills to their own students. Results confirmed prior research that teachers were better able to understand how to teach with ICT if it was modeled for them in an actual learning situation. Teachers who already used technology in effective ways successfully served as mentors, working closely with other teachers, collaborating in developing uses for technologies, and engaging in joint teacher research and professional development activities.
Fulbright: Council for the International Exchange of Scholars. Canada/United States.
This nine-month Fulbright from the United States and Canada provided the resources to examine emerging issues in teacher education and professional development of teachers’ use of ICT within F2F, hybrid, and ODE learning environments. This research was conducted at the University of British Columbia and led to closer scrutiny and understanding of ICT literacies, fluencies, and integration as pedagogical knowledge to enhance a teacher’s own learning. The "Stevenson Grows Wild: Schoolyard Habitat Project" was an outgrowth of this research.
Technology Enhanced Learning Resources. The Ohio State University.
This research looked at hybrid learning environments and teacher education. Preservice teachers used ICT to develop curriculum and teaching and learning resources. The results of the research suggested that student teachers need additional opportunities to apply technology prior to their field experiences with the guidance of technologically literate instructors. Considering the apparent shortage of technology mentors during field experiences, this may be an area where online distance education (in the form of distance mentoring) could play an important role by linking new teachers to qualified supervisors at other colleges and K-12 school sites. This research site has now been modified and moved to UBC.
Technology Enhanced Learning Resources. The Ohio State University.
This research investigated how teacher education students used ICT to making sense of course content and to relate it to their own experience. A critical inquiry intervention was employed to investigate students’ engagement with content in rich cultural contexts, and to deal with multiple interpretations. Some of the findings indicated that ICT non-linear and multi-media functions enabled students to move freely back and forth between image and text, between historical and current information, and between the remarks of specialists and peers and their own understanding. The ability to move freely between different sources and various media facilitated a meaningful relationship between content, contexts, and the students’ own concerns.
J.P. Getty Foundation. The Getty Center for the Arts in Education.
This research examined electronic learning communities using the Getty Internet discussion forum (ArtsEdNet Talk). Critical inquiry methods were used to analyse human computer interaction in an online distance education learning environment. Our research team from the Illinois University; New York University, New Palz; and Texas Tech University used Internet links to share information between students in our teacher education teaching methods classes. Results indicated that inquiry in online learning environment was effective in enhancing student learning and helping future teachers to use ICT in their teaching.
1996-1998
Investigating Collaborative Learning through the Use of Digital Interactive
Computer Technology
The
Ohio State University. College of the Arts. Internal Grant.
This research examined students’ learning using ICT in an undergraduate
second-level writing course at OSU. Students interviewed family members
about visual culture, using digital video, and learned to analyze the
data using critical ethnography. Students embraced this critical inquiry
process and were eager to communicate their findings with peers using
online asynchronous communication. (Website link is secure).
Annenberg Challenge Grant and Getty Education Institute for the Arts, The Ohio State University. (James Hutchens, Principal Investigator)
Krug headed the ICT research team for the Faculty Committee for Collaborative Reform for the TETAC Project. Teachers used ICT to develop rich media for teaching and learning and discussed their practices over online networks with colleagues, administration, students, and parents. Quantitative and qualitative methods were used to examine teachers’ use of ICT in F2F and hybrid learning environments. Our results indicated that ICT instruction should be integrated into sustained professional development, rather than being limited to stand alone classes or workshops. To provide ICT methods of change, ongoing research should study critical inquiry as effective ICT integration practices that reflect current needs in both teacher education and K-12 schools.
The Getty Center for the Arts in Education & Department of Art Education. The Ohio State University.
Our research team developed a CD-ROM that integrated digitized textual, visual, and auditory resources (rich media) for teachers and students to learn about contemporary ecological art. During the colloquium, teachers used the CD-ROM to engage in critical inquiry and to form an electronic learning community with colleagues in attendance from across the United States, China, and India. This research examined the interactive and intercultural communication practices of interdisciplinary teams of teachers using ICT as teacher researchers and it resulted in the development and testing of curriculum plans. The research was later disseminated as curriculum resources in the form of articles, a CD-ROM, a professional development website, and online teaching strategies. (Website link is secure).
