Dr. David Bruce's research and teaching interests deal with students composing with Digital Video (DV) technology in classroom contexts, incorporating multimodal literacies into teacher education, and exploring uses of DV as a research tool. Read More…

Dr. David Bruce's research and teaching interests deal with students composing with Digital Video (DV) technology in classroom contexts, incorporating multimodal literacies into teacher education, and exploring uses of DV as a research tool.

Dr. Bruce taught secondary English Language Arts classes for 11 years prior to working in higher education. His research and teaching interests deal with students composing with Digital Video (DV) technology in classroom contexts, incorporating multimodal literacies into teacher education, and exploring uses of DV as a research tool. He has served as president of the Ohio Council of Teachers of English and as the Director of the Commission on Media through the National Council of Teachers of English.

In CLaRI we provide an environment rich in teaching practice as Literacy Specialists-in-training work to teach students with significant reading/writing difficulties. Each teaching session (2 per week) is captured on video. Read More…

In CLaRI we provide an environment rich in teaching practice as Literacy Specialists-in-training work to teach students with significant reading/writing difficulties. Each teaching session (2 per week) is captured on video.

Videos can be uased immediately in de-briefing with literacy coaches and faculty instructors or in seminars following teaching sessions. All literacy specialist students can review their teaching sessions in archived video over the web, save clips for study, reflection and sharing.

Erin's areas research interest include: cultural dimensions of foreign language teaching and learning, language teacher development and education, language play and learner identity. Read More…

Erin's areas research interest include: cultural dimensions of foreign language teaching and learning, language teacher development and education, language play and learner identity.

Her areas of teaching interest in include: culture and language education, approaches to the teaching of foreign languages.

Literacy methods courses integrate multimodal literacies and digital technology within traditional methods courses. Pre/in-service use these methods in their course work and learn about digital pedagogies as integration (not as an add on) as they think about literacy pedagogy. In addition, we also have specialized coursework focused on new literacies and digitaltechnologies and have offered these courses in online, hybrid and face-to-face settings. Read More…

Literacy methods courses integrate multimodal literacies and digital technology within traditional methods courses. Pre/in-service use these methods in their course work and learn about digital pedagogies as integration (not as an add on) as they think about literacy pedagogy. In addition, we also have specialized coursework focused on new literacies and digitaltechnologies and have offered these courses in online, hybrid and face-to-face settings.

Our Literacy Specialist master’s students (all certified teachers) also use a state of the art video viewing system in a reading/literacy clinic setting  in the Center for Literacy and Reading Instruction (CLaRI) in conjunction with a literacy coach and faculty member.  Reflection on teaching using video (now streamed and simultaneously archived for immediate retrieval) is a hallmark of the program. (This is also creating a digital database for researchers and practitioners.

English Education's master's courses focus on integration of multimodal literacies through the use of digital technologies; all students are required to take a course called Digital Video as Literacy Learning Tool, which focus on theory and practice of student multimodal topics. Read More…

English Education's master's courses focus on integration of multimodal literacies through the use of digital technologies; all students are required to take a course called Digital Video as Literacy Learning Tool, which focus on theory and practice of student multimodal topics.

Through a digital video composing project, partnerships with local school districts focus on professional development for in-service teachers and linking UB pre-service teachers to  those teachers’ classrooms in field placements. An annual digital video festival at a theatre provides a publication outlet, as well as the project website www.CityVoicesCityVisions.org.  As a result of these activities, recent doctoral students have completed several ethnographic studies of program and project teachers, tracing teacher change and student learning through digital literacies in their classrooms.

My methods course for mathematics education students uses online classroom stimulation software and animated vignettes of secondary algebra classrooms. Our Teaching and Learning of Geometry also uses animated vignettes that represent secondary geometry classrooms. Wikis, blogs, and electronic discussion boards are used in many of the mathematics education. Read More…

My methods course for mathematics education students uses online classroom stimulation software and animated vignettes of secondary algebra classrooms. Our Teaching and Learning of Geometry also uses animated vignettes that represent secondary geometry classrooms. Wikis, blogs, and electronic discussion boards are used in many of the mathematics education

The discussion boards are used to facilitate asynchronous discussions outside of class, but they are also used in other ways. For example, the technology in mathematics education course uses them as follows. To review the virtual mathematical manipulatives (in this case we those offered by NLVM), the instructor starts a new thread that has one a single post with the manipulative’s name, then students in the course rate that “post” from zero to five stars as a means to rate the manipulative and reply with their own post in the same thread to justify their ratings. This is a way that the entire class acts as a community that rates posts (much in the same way that other sites, like RottenTomatoes) employ user feedback and reviews.

The main objective of Valerie's research is to advance understanding of information-seeking behavior to inform information literacy instruction, information organization, and information system design. To achieve this objective she uses qualitative methods to investigate how different user groups (e.g. elementary school children, senior citizens) seek, retrieve, evaluate, and use information. The ultimate goal of her teaching is to encourage critical thinking and problem solving to prepare students for lifelong learning and decision-making in the workplace. Read More…

The main objective of Valerie's research is to advance understanding of information-seeking behavior to inform information literacy instruction, information organization, and information system design. To achieve this objective she uses qualitative methods to investigate how different user groups (e.g. elementary school children, senior citizens) seek, retrieve, evaluate, and use information. The ultimate goal of her teaching is to encourage critical thinking and problem solving to prepare students for lifelong learning and decision-making in the workplace.

To further this goal, Valerie uses a variety of techniques such as virtual discussion, debates, seminar presentations, etc. Since arriving at UB in August 2008, Valerie has used a combination of different instructional formats including face-to-face, online, and distance learning.

I study digital media networks with a particular interest in their operation within humanities pedagogy and scholarship. My book, The Two Virtuals: Composition and New Media, examines the intersection of technologies of virtual reality with philosophies of the virtual and considers how bringing these two discourses together offers insight into teaching writing. Read More…

I study digital media networks with a particular interest in their operation within humanities pedagogy and scholarship. My book, The Two Virtuals: Composition and New Media, examines the intersection of technologies of virtual reality with philosophies of the virtual and considers how bringing these two discourses together offers insight into teaching writing.

I am co-editor of Design Discourse, a collection of essays on the construction of technical and professional writing curriculum. I have also published articles in several journals and book collections. My primary blog, Digital Digs (www.alex-reid.net), deals with developments in new media, rhetoric, and higher education.

Dr. Runfola is the Directo of MusicPlay and UB Summer Music Education Institute. Music Education is a vibrant and fast-growing program. Read More…

Dr. Runfola is the Directo of MusicPlay and UB Summer Music Education Institute. Music Education is a vibrant and fast-growing program.

The music education is a hybrid music and education program that prepares teachers pursuing a master's degree in music education. Program instructors use the most recent digital technologies. Online coursework is supplemented by on-campus summer institutes that provide intensive opportunities for teaching and learning.

In addition to other technology integration approaches already mentioned, Lynn Shanahan uses video reflection to prepare and assist in-service teachers to improve their teaching of reading strategies. Read More…

In addition to other technology integration approaches already mentioned, Lynn Shanahan uses video reflection to prepare and assist in-service teachers to improve their teaching of reading strategies.

Using video analysis and peer-feedback and coaching methods, teachers improve their method of teaching reading strategies and develop coaching techniques to use within school settings.

Building from her research on young children's technology supported collaborative learning, Dr. Wang uses a variety of technologies in her pre-service teacher courses. Read More…

Building from her research on young children's technology supported collaborative learning, Dr. Wang uses a variety of technologies in her pre-service teacher courses.

In her technology integration course, students learn both high-tech and low-tech solutions, for example, integrating portable and commonly available technology, in classroom teching , adopting web 2.0 tools to connect to broader and student learning communities, and employing digital tools to document and analyze students' learning and development. Video cases of young children using technology from her own research projets are also integrated into her teaching. In other courses, she adopts Google Docs/Dropbox/Google Hangout to to facilitate in-class discussion, knowledge building and extend learning outside classrooms.

Randy Yerrick works as a professor of science education and has been designated as Apple Distinguished Educator. The ADE program recognizes educators who most innovatively integrate technology into the curriculum. Randy teaches numerous course for teachers using full technology integration. He also has numerous projects with schools and teachers around the country focused on science and technology. Read More…

Randy Yerrick works as a professor of science education and has been designated as Apple Distinguished Educator. The ADE program recognizes educators who most innovatively integrate technology into the curriculum. Randy teaches numerous course for teachers using full technology integration. He also has numerous projects with schools and teachers around the country focused on science and technology.

One example is the Learning From Children's Voice Project which aims to support elementary science student teachers enrolling in methods courses to attempt a variety of teaching strategies, practice thoughtful reflection upon best practices, and revise traditional beliefs about the nature of teaching and learning using recent technologies.