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): Assistant 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 scholarly interests include teacher learning, the impact of technology on teaching and learning, and the preparation of literacy teachers. She also investigates the ways in which technology can be integrated into classrooms to support the literacy development of diverse groups of students.

RESEARCH PROJECTS

Recent publications:

Boling, E. C. (accepted). 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.

Boling, E. C., & Adam, S. S. (accepted). Supporting teacher educators’ use of hypermedia video-based programs. English Education.

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.