Profile: Erica Boling | Graduate School of Education

Profile: Erica Boling

Associate Professor

Faculty

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. Dr. Boling is interested in teacher education and supporting classroom teachers in providing literacy instruction to diverse populations of students. Her current research investigates the impact of technology on teaching and learning and how the integration of technology can challenge the fundamental beliefs that educators hold about literacy education.

Professional Affiliations:

American Educational Research Association (AERA)
International Reading Association (IRA)
International Society for Technology in Education (ISTE)
National Council for Teachers of English (NCTE)
National Reading Conference (NRC)
Association for the Advancement of Computing in Education (AACE)

Recent Grants:

Project 21: Transforming Teachers and Children for the Digital Age. Verizon Foundation, 2010-2011. $150,000.

Building an Effective Online Learning Community. Research Council of Rutgers University, 2009-2010. $1500.

Supporting Adolescent Literacy through Online Discussions. Research Council of Rutgers University, 2007-2008. $2524.

Disciplined Based Literacy In Urban High Schools: A school-wide approach to improving literacy achievement. Johnson and Johnson, 2006-2008. $65,000

Developing Literacy Skills in a Digital Age Society. Research Council of Rutgers University, 2006-2007. $1750.

Preparing Students for a Globalized Information Society. Pascack Valley Regional High School District, 2005-2006. $9511.

Teachers and Technology: New visions of Literacy Education. Research Council of Rutgers University, 2005-2006. $2645.

Teaching Literacy to Diverse Students: Learning from beginning teachers’ classroom experiences. Research Council of Rutgers University, 2004-2005. $2100

Technology/Multimedia Resource Library. Advisory Committee for Instructional Computer (ACIC). Rutgers University, 2004-2005. $4000

  • Departments

    Department of Learning & Teaching

  • Associated Programs

    EdM in Literacy Education

    EdM Program for Reading Specialist Certification (New Jersey state certification)

    Rutgers Graduate Certificate in Educational Technology (Rutgers University certificate)

  • Education

    Ph.D., Michigan State University

  • Publications

    Boling, E. C., Hough, M., Krinsky, H., Saleem, H., and Stevens, M. (in press). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education.

    Boling, E. C., & Spiezio, C. (in press). Chapter 8: Technology. In L. Morrow, T. Shanahan, and K. Wixson (Eds.), Teaching with the Common Core Standards for English Language Arts: What Educators Need to Know (Grade 3-5).

    Boling, E. C., & Beatty, J. (2012). Overcoming the tensions and challenges of technology integration: How can we best support our teachers? In Ronau, R., Rakes, C., & Niess, M. (Eds.) Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches (pp. 136-156). Hershey, PA: IGI Global.

    Khurana, C. & Boling, E. (2011). Multidisciplinary Review of Communities in Online Professional Development Programs. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (pp. 1990-1996). Chesapeake, VA: AACE.

    Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2010). Cutting the distance in distance learning: Perspectives on effective online learning environments. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts, 310-311. International Society of the Learning Sciences: Chicago IL.

    Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2010). Cutting the distance in distance learning: Perspectives on effective online learning environments.  Proceedings of the International Conference of the Learning Sciences (ICLS). Chicago, IL.

    Boling, E. C., & Beatty, J. (2010). Cognitive apprenticeship in computer-mediated feedback: Creating a classroom environment to increase feedback and learning. Journal of Educational Computer Research, 43(1), 47-65.

    McLean, C., Boling, E., & Rowsell, J. (2009). Engaging diverse students in multiple literacies in and out of school. In L. Morrow, R. Rueda, & D. Lapp (Eds.), Handbook of research on literacy instruction: Issues of diversity, policy, and equity (pp. 158-172). New York: Guilford Press.

    Boling, E. C., Beatty, J., & Partin, J. (2008). Adolescent literacy and online discussions: Enhancing learning opportunities in the English classroom. Information Technology, Education and Society, 9(1), 71-92.

    Boling, E. C. (2008). Learning from teachers' conceptions of technology integration: What do blogs, instant messages, and 3D chat rooms have to do with it? Research in the Teaching of English, 43(1), 74-100.

    Boling, E. C., & Beatty, J. (2008). Literacy development in the urban elementary and middle school: A syllabus. In L. Wilkinson, L. Morrow, & V. Chou (Eds.), Improving Literacy Achievement in Urban Schools: Critical elements in teacher preparation (pp. 187-197). Newark, DE: International Reading Association.

    Boling, E. C., & Adam, S. S. (2008). Supporting teacher educators’ use of hypermedia video-based programs. English Education, 40(4), 314-339.

    Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2008). Collaborative literacy: Blogs and Internet projects. Reading Teacher, 61(6), 504-506.

    Boling, E. C. (2007). “Yeah, but I still don’t want to deal with it”: Learning from one teacher candidate’s resistance toward inclusion. Teaching Education, 18(3), 217-231.

    Boling, E. C. (2007). Linking Technology, Learning, and Stories: Implications from research on hypermedia video-cases. To appear in Teaching and Teacher Education, 23(2),  p. 189-200.

    Boling, E. C. (2006). Blogs: Collaborating Online. In J. Rowsell (Ed.),Family Literacy Experiences: Creating reading and writing opportunities that support classroom learning (pp. 123-127). Markham, ON: Pembroke Publishers.

    Boling, E. C., & Adams, S. S. (2005). Using Hypermedia Video-Cases to Prepare Literacy Teachers: The How, What, and Why to Assessing Learning and Teaching Outcomes. Proceedings of the International Conference of the Society for Information Technology and Teacher Education (SITE), March 1-5, (pp. 2937-2942). Norfolk, VA: Association for the Advancement of Computing in Education.

    Boling, E. C. (2005). A Time of New Literacies: Who’s educating the teacher educators? Teachers College Record, Date Published: February 14, 2005 http://www.tcrecord.org ID Number: 11742.

    Boling, E. C. (2004). Preparing Novices for Teaching Literacy in Diverse Classrooms: Using written, video, and hypermedia cases to prepare literacy teachers. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, and D. Schallert (Eds.), 53rd Yearbook of the National Reading Conference(pp. 130-145). Oak Creek, Wisconsin: National Reading Conference.

    Ferdig, R. E., Roehler, L. R., Boling, E. C., Knezek, S., Pearson, P. D. & Yadav, A. (2004). Teaching with video cases on the Web: Lessons learned from the Reading Classroom Explorer. In A. Brown & N. David (Eds.) World Yearbook of Education 2004: Digital Technology, Communities & Education (pp. 164-175). New York: RoutledgeFalmer.

    Pressley, M., Duke, N., & Boling, E. (2004). The Educational Science and Scientifically Based Instruction We Need: Lessons from Reading Research and Policymaking. Harvard Educational Review, 74(1), pp. 30-61.

    Boling, E. C. (2003). The Transformation of Instruction through Technology: Promoting inclusive learning communities in teacher education courses. Action in Teacher Education, 24(4), p. 64-73.

    Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2010). Cutting the distance in distance learning: Perspectives on effective online learning environments. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts, 310-311. International Society of the Learning Sciences: Chicago IL.

    Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2010). Cutting the distance in distance learning: Perspectives on effective online learning environments.  Proceedings of the International Conference of the Learning Sciences (ICLS). Chicago, IL.

    Boling, E. C., & Beatty, J. (2010). Cognitive apprenticeship in computer-mediated feedback: Creating a classroom environment to increase feedback and learning. Journal of Educational Computer Research, 43(1), 47-65.

    McLean, C., Boling, E., & Rowsell, J. (2009). Engaging diverse students in multiple literacies in and out of school. In L. Morrow, R. Rueda, & D. Lapp (Eds.), Handbook of research on literacy instruction: Issues of diversity, policy, and equity (pp. 158-172). New York: Guilford Press.

  • Research Initiatives

    Dr. Boling’s current research project titled, Building an Effective Online Learning Community, investigates the content, design, tasks, and pedagogical approaches that make up effective online learning communities. Other research interests include the impact of technology on teaching and learning and how the integration of technology can challenge the fundamental beliefs that educators hold about education. Dr. Boling’s previous research project, Teachers & Technology: New Visions of Literacy Education, 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 research 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.

    RESEARCH PROJECTS

    http://sites.google.com/site/ecboling/