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.

Title(s): Associate Professor

Education: Ph.D., Michigan State University

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)

Research interests:

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

Recent publications:

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.