Sara Dexter
Biographic Data
| ID | 179810 |
|---|---|
| NAME | Sara Dexter |
| GIVEN NAMES | Sara |
| FAMILY NAME | Dexter |
| SIGNATURE | DEXTER S |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0002-3254-7727 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From sources of self-efficacy to technology integration intentions
Grounded in social cognitive theory, this study had two purposes. First, it developed and validated the Sources of Educational Technology Self-Efficacy Scale (SETSES) to measure preservice teachers’ perceptions of the four sources of self-efficacy—mastery experiences, vicarious information, verbal persuasion, and emotional arousal—within educational technology coursework. Second, it integrated sources of self-efficacy with established social cogn…
An Exploratory Study of Simulations for Leadership Development in the Principal Pipeline
This article examines the integration of digital simulations as a tool for strengthening leadership development across the four phases of the principal pipeline—recruitment, preparation, induction, and in-service professional development. Set in the context of a partnership between a preparation program and district-based leadership development, the study investigated to what extent simulations could bridge gaps along the pipeline to create a mor…
Experiential learning through simulations in fully online asynchronous courses
Developing faculty EdTech instructional decision-making competence with principles for the integration of EdTech
Learning theories for artificial intelligence promoting learning processes
This paper discusses a three‐level model that synthesizes and unifies existing learning theories to model the roles of artificial intelligence (AI) in promoting learning processes. The model, drawn from developmental psychology, computational biology, instructional design, cognitive science, complexity and sociocultural theory, includes a causal learning mechanism that explains how learning occurs and works across micro, meso and macro levels. Th…
Sources of teachers' self-efficacy for technology integration from formal, informal, and independent professional learning
Using asynchronous discussion to support preservice teachers’ practicum experiences
Why Improving Preservice Teacher Educational Technology Preparation Must go beyond the College's Walls
To prepare new teachers to use technology within their programs of preparation, schools, colleges, and departments of education (SCDEs) can develop and require coursework in which students learn how to operate and teach with technology and set expectations that students demonstrate their integration abilities during student teaching. This survey of student teachers found that setting these expectations for designing and delivering instruction usi…
E-mentors
Transcending digital, performance, and innovation divides in the preparation of new teachers
In this article I argue that teacher educators must prepare future classroom teachers to bridge innovation, digital and performance divides so that they are supported to develop new pedagogy that incorporates technology to increase student performance. In most of the teacher licensure programs at the University of Minnesota, where I direct its Ed‐U‐Tech project, a Preparing Tomorrow’s Teachers to Use Technology (PT3) grant, we are working towards…
Dominance Theater, Slam-a-Thon, and Cargo Cults
Although a metaphor is often viewed either as a literary device or as the distinguishing characteristic of figurative language, taking a conceptual view of metaphor enables delving into the research process itself. Specifically, the authors address how a metaphor is both reflexive of a researcher's worldview and potentially generative of new research directions previously unconsidered. To illustrate this, the authors examine three case studies th…
Dominance Theater, Slam-a-Thon, and Cargo Cults
Although a metaphor is often viewed either as a literary device or as the distinguishing characteristic of figurative language, taking a conceptual view of metaphor enables delving into the research process itself. Specifically, the authors address how a metaphor is both reflexive of a researcher's worldview and potentially generative of new research directions previously unconsidered. To illustrate this, the authors examine three case studies th…
Sources of teachers' self-efficacy for technology integration from formal, informal, and independent professional learning
Why Improving Preservice Teacher Educational Technology Preparation Must go beyond the College's Walls
To prepare new teachers to use technology within their programs of preparation, schools, colleges, and departments of education (SCDEs) can develop and require coursework in which students learn how to operate and teach with technology and set expectations that students demonstrate their integration abilities during student teaching. This survey of student teachers found that setting these expectations for designing and delivering instruction usi…
E-mentors
Transcending digital, performance, and innovation divides in the preparation of new teachers
In this article I argue that teacher educators must prepare future classroom teachers to bridge innovation, digital and performance divides so that they are supported to develop new pedagogy that incorporates technology to increase student performance. In most of the teacher licensure programs at the University of Minnesota, where I direct its Ed‐U‐Tech project, a Preparing Tomorrow’s Teachers to Use Technology (PT3) grant, we are working towards…
Dominance Theater, Slam-a-Thon, and Cargo Cults
Although a metaphor is often viewed either as a literary device or as the distinguishing characteristic of figurative language, taking a conceptual view of metaphor enables delving into the research process itself. Specifically, the authors address how a metaphor is both reflexive of a researcher's worldview and potentially generative of new research directions previously unconsidered. To illustrate this, the authors examine three case studies th…
Using asynchronous discussion to support preservice teachers’ practicum experiences
Why Improving Preservice Teacher Educational Technology Preparation Must go beyond the College's Walls
To prepare new teachers to use technology within their programs of preparation, schools, colleges, and departments of education (SCDEs) can develop and require coursework in which students learn how to operate and teach with technology and set expectations that students demonstrate their integration abilities during student teaching. This survey of student teachers found that setting these expectations for designing and delivering instruction usi…
Sources of teachers' self-efficacy for technology integration from formal, informal, and independent professional learning
Developing faculty EdTech instructional decision-making competence with principles for the integration of EdTech
Learning theories for artificial intelligence promoting learning processes
This paper discusses a three‐level model that synthesizes and unifies existing learning theories to model the roles of artificial intelligence (AI) in promoting learning processes. The model, drawn from developmental psychology, computational biology, instructional design, cognitive science, complexity and sociocultural theory, includes a causal learning mechanism that explains how learning occurs and works across micro, meso and macro levels. Th…
An Exploratory Study of Simulations for Leadership Development in the Principal Pipeline
This article examines the integration of digital simulations as a tool for strengthening leadership development across the four phases of the principal pipeline—recruitment, preparation, induction, and in-service professional development. Set in the context of a partnership between a preparation program and district-based leadership development, the study investigated to what extent simulations could bridge gaps along the pipeline to create a mor…
Experiential learning through simulations in fully online asynchronous courses
From sources of self-efficacy to technology integration intentions
Grounded in social cognitive theory, this study had two purposes. First, it developed and validated the Sources of Educational Technology Self-Efficacy Scale (SETSES) to measure preservice teachers’ perceptions of the four sources of self-efficacy—mastery experiences, vicarious information, verbal persuasion, and emotional arousal—within educational technology coursework. Second, it integrated sources of self-efficacy with established social cogn…
Computer Science (8 works) · Pedagogy (7 works) · Psychology (7 works) · Mathematics education (6 works) · Online and Blended Learning (6 works) · Educational technology (5 works) · Medical education (4 works) · Medicine (4 works) · Sociology (4 works) · Technology integration (4 works)