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Research and Grants

IBM Grant: Web 2.0 Tools Videos

The IDT Program was awarded a grant from IBM to produce a series of videos demonstrating how teachers can incorporate free or low-cost Web 2.0 tools for collaboration among teachers and students and between students (peer-to-peer integration). The 10 training videos include the following tech tools: Evernote, Wordle, Prezi, Dropbox, AudioBoo, Diigo, Screenr, Storybird, Posterous, and ipadio. (more...

Continuous Learning Research Coalition (CLRC), University of Memphis/FedEx Express

The Continuous Learning Research Coalition (CLRC) is a cross-disciplinary collaboration between The University of Memphis administrators, faculty, and graduate students of the Instructional Design and Technology (IDT) graduate program, and members of the Center for Continuous Learning at FedEx Express. 

This real-world, problem solving venture explores the role of continuous learning in corporations and can assist FedEx Express in establishing corporate strategies to enhance impacts of learning. (more...)

Grant funded by the FedEx Institute for Technology
Principle Investigator: Dr. Deborah Lowther
Co-Principle Investigators: Dr. Richard Irwin Dr. Trey Martindale

For more information, please email Dr. Deborah Lowther at dlowther@memphis.edu.

STEM Teacher Professional Development Grant: Mobiles, Math, INquiry, and Data (MMIND)

"The purpose of this project is to provide high quality, research-based teacher PD to 30 math and science teachers in Grades 7, 8, and 9 in Tipton and Lauderdale Counties of Tennessee. Specifically, this PD program will target (a) mathematical content knowledge, (b) mathematical pedagogical-content knowledge, (c) interdisciplinary inquiry through problem-based and project-based learning (PBLs) strategies, and (d) technology integration with mobile computing devices. This will be accomplished through summer teacher academies, continuing professional development, face-to-face classes, synchronous online sessions through Adobe Connect, and asynchronous online activities. By involving both math and science teachers, both content areas will be able to integrate CCSSM with pre-algebra/algebra, PBLs, authentic learning scenarios for applying math and science, and data analysis, representation, and interpretation methods, as well as active mobile teaching and learning strategies.

In addition, we will create professional learning communities (PLCs) at the building level and communities of practice at the district levels. With math and science teachers at the building level collaborating in a PLC, the teachers will be better situated to create interdisciplinary and complementary STEM lessons, which researchers suggest will prevent inert knowledge (Bereiter & Scardamalia, 1985) and increase generalizability of knowledge in multiple content areas (Grant & Branch, 2005; Spiro, Feltovich, Jacobson, & Coulson, 1992). At the district level, teachers will be able to collaborate and debrief across school boundaries, and share best practices." (continue)

Teachers Learning in Networked Communities (TLINC)

"The Teachers Learning in Networked Communities (TLINC) project was developed by the National Commission on Teaching and America‚Äôs Future (NCTAF) with the goals of improved teacher retention and accelerated proficiency for new teachers. TLINC seeks to prevent the reported isolation felt by pre-service and novice educators when beginning their teaching careers. Currently, NCTAF and the TLINC project are partnered with three US universities to help build online communities of teachers." (continue) 
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Last Updated: 3/26/14