Statement of Research Interests
Hsueh-Hua (Shay Wa) Chuang
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Scholarly and Research Interests
My scholarly and research interests are in the areas of technology and teacher education
with a special interest in faculty development such as one-on-one technology
mentoring programs and connections to PK-12 technology integration.
Current Research
My dissertation explored the changing roles of one exemplary teacher educator and her
involvement in the one-on-one faculty technology mentoring program at Iowa State
University. This study provided an in-depth case study, which revealed the shift of
pedagogical beliefs of a teacher educator through the reciprocal process of the faculty
technology-mentoring program, and how she had implemented desired changes in her
teaching. Grounded theory was adopted as a data analysis framework, which involved
using a coding paradigm to illustrate how various categories of data were integrated in a
structured process. Following a similar theme to the case study was a survey study on
issues of sustainability of technology use and integration in teacher education. I
constructed an online survey to collect data on issues in the use and integration of
technology by technology-experienced teacher education faculty. Results from the
quantitative data revealed that hardware/software difficulties, support, curriculum
integration and time were four emerging themes that the faculty identified as major issues
in technology implementation. In addition, this study helped identify effective faculty
development practices to address the issues raised.
My involvement with the Iowa State’s Preparing Tomorrow’s Teacher to Use
Technology (PT3) grant has yielded several scholarly works in publications and
conference presentations. I am currently working with Dr. Ann Thompson and Dr.
Denise Schmidt on a paper focusing on the impact of laptop use by preservice cohort
students in a teacher education program.
Publication in a Referred Journal
Faculty Technology Mentoring Programs: Major Trend in the Literature
Journal of Computing in Teacher Education 19(4), 101-106
This paper provides a review of the literature that documents technology mentoring
models used in higher education and K-12 schools. Various mentoring models are
described and summarized. Despite the variety of technology mentoring models, effective
mentoring include common themes. These themes are providing visions for technology
use, individualizing technology support, breaking down hierarchical structure,
establishing learning communities and providing mutual benefits for mentors and
mentees.
Future Plans
In addition to publishing my dissertation research, I will study the impact of technology
in teacher preparation courses and its connections to technology integration in PK-12
educational settings. I am especially interested in exploring how skills from teacher
preparation transfer once candidates go into the field, focusing upon issues of leadership,
retention, and student achievement.
My previous research focused upon obstacles to technology implementation in higher
education teacher education programs and I will continue to investigate obstacles at the
local school level, as well as the characteristics of professional development programs.
I have had considerable experience working with grant–supported research teams. Early
in my career, I want to explore funding opportunities. My long-term plans are to develop
grant proposals to fund my research.