Amy Hutchison
Biographic Data
| ID | 5972254 |
|---|---|
| NAME | Amy Hutchison |
| GIVEN NAMES | Amy |
| FAMILY NAME | Hutchison |
| SIGNATURE | HUTCHISON A |
| AFFILIATIONS | University of Alabama |
| ORCID | 0000-0003-1776-4552 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
A Survey of Literacy and Social Studies Educators via the Teachers′ Perceptions of Digital Citizenship Scale (T‐Pods)
Given the vast amount of time that children spend online and utilizing digital technologies, it is important to understand educators′ views on how children can responsibly and effectively participate in digital spaces. This research utilizes a survey design approach to investigate the perceptions of 860 literacy and social studies teachers in the United States using the Teachers′ Perceptions of Digital Citizenship Scale (T‐PODS). This validated i…
A Taxonomy of Literacy Practices for Engaging with Artificial Intelligence
Generative artificial intelligence (AI) is transforming reading and writing practices in and out of educational contexts, yet few frameworks exist to support students' responsible engagement with these tools. This conceptual paper proposes a taxonomy of literacy practices for engaging with AI, grounded in the new literacies of online reading comprehension (Leu et al., 2004, 2015); Coiro, 2021). Using Leu et al.'s (2015) five processing practices …
Promoting elementary students’ computer science conceptual knowledge and coding performance
This mixed-methods study reported how teaching core CS concepts through coordinated unplugged and plugged activities improved elementary students’ coding performances. Through collaborative design with elementary teachers, we developed 14 activities focusing on data, conditional logic, and variables and implemented them with 13 fourth- and fifth-grade students in Spring 2025. Using a convergent mixed methods approach, we analyzed students’ pre-, …
Development of the Coding Engagement Scale to measure elementary students’ engagement in coding
This paper presents the development and validation of the Coding Engagement Scale (CodES), a tool designed to measure elementary students' perceptions of their engagement when they participate in coding as a form of multimodal communication. The CodES assesses four distinct dimensions of engagement when coding is integrated with writing: affective, behavioural, cognitive and social. The scale was administered to a sample of elementary students ( …
Robotics as a tool for STEM inclusion
This study investigated the engagement of elementary-aged students with a diagnosis of Autism Spectrum Disorder in a seven-week after-school robotics and coding program. Researchers examined students’ interaction styles with robotics tools and coding apps, considering their sensory responses and the perceived benefits and challenges. Findings revealed a strong preference for hands-on, physical interaction with robots, although students also enjoy…
Scaffolding Coding Instruction Through Literacy via the Compose and Code Digital Platform and Curriculum
How students can be effective citizens in the digital age
As teachers are purveyors of digital citizenship and their perspectives influence classroom practice, it is important to understand teachers' views on digital citizenship. This study establishes the Teachers' Perceptions of Digital Citizenship Scale (T‐PODS) as a survey instrument for scholars to investigate educators' views on digital citizenship for their students. Drawing upon existing research, a theorized model of digital citizenship was dev…
Evaluating the role of professional development on elementary teachers’ knowledge, comfort, and beliefs related to teaching computer science to students with high-incidence disabilities
This article reports results from the implementation of a model of professional development (PD) to help K-5 teachers develop the knowledge and skills to teach Computer Science (CS) in classrooms of diverse students, including students with high-incidence disabilities. This article describes our Inclusive CS model of PD, how we made the PD model available to teachers during a pandemic and presents quantitative and qualitative results about the im…
Integrating Media Literacy Across the Content Areas
Teachers must first acquire the necessary media literacy skills, strategies, dispositions, and pedagogy to impactfully integrate media literacy into their instruction. Furthermore, previous studies have suggested designing curricular resources as an effective form of media literacy professional learning. This case study examined how high school teachers of different content areas integrate media literacy into their instruction while participating…
Thank You to Reviewers
U.S. teachers’ perceptions of online professional development
What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students’ Reading, Writing, and Communication in Digital Spaces
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction
We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although …
The Potential of Digital Technologies to Support Literacy Instruction Relevant to the Common Core State Standards
Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction
This research explores literacy teachers’ perceptions of integrating information communication technologies ( ICT s) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey provided data concerning the types and levels of reported availability and use of ICT s, beliefs about the importance of integrating ICT s into literacy instruction, and perceived obstacles to doing so…
U.S. teachers’ perceptions of online professional development
What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students’ Reading, Writing, and Communication in Digital Spaces
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction
This research explores literacy teachers’ perceptions of integrating information communication technologies ( ICT s) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey provided data concerning the types and levels of reported availability and use of ICT s, beliefs about the importance of integrating ICT s into literacy instruction, and perceived obstacles to doing so…
Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction
This research explores literacy teachers’ perceptions of integrating information communication technologies ( ICT s) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey provided data concerning the types and levels of reported availability and use of ICT s, beliefs about the importance of integrating ICT s into literacy instruction, and perceived obstacles to doing so…
The Potential of Digital Technologies to Support Literacy Instruction Relevant to the Common Core State Standards
South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction
We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although …
What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students’ Reading, Writing, and Communication in Digital Spaces
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
U.S. teachers’ perceptions of online professional development
Thank You to Reviewers
Evaluating the role of professional development on elementary teachers’ knowledge, comfort, and beliefs related to teaching computer science to students with high-incidence disabilities
This article reports results from the implementation of a model of professional development (PD) to help K-5 teachers develop the knowledge and skills to teach Computer Science (CS) in classrooms of diverse students, including students with high-incidence disabilities. This article describes our Inclusive CS model of PD, how we made the PD model available to teachers during a pandemic and presents quantitative and qualitative results about the im…
Integrating Media Literacy Across the Content Areas
Teachers must first acquire the necessary media literacy skills, strategies, dispositions, and pedagogy to impactfully integrate media literacy into their instruction. Furthermore, previous studies have suggested designing curricular resources as an effective form of media literacy professional learning. This case study examined how high school teachers of different content areas integrate media literacy into their instruction while participating…
How students can be effective citizens in the digital age
As teachers are purveyors of digital citizenship and their perspectives influence classroom practice, it is important to understand teachers' views on digital citizenship. This study establishes the Teachers' Perceptions of Digital Citizenship Scale (T‐PODS) as a survey instrument for scholars to investigate educators' views on digital citizenship for their students. Drawing upon existing research, a theorized model of digital citizenship was dev…
Robotics as a tool for STEM inclusion
This study investigated the engagement of elementary-aged students with a diagnosis of Autism Spectrum Disorder in a seven-week after-school robotics and coding program. Researchers examined students’ interaction styles with robotics tools and coding apps, considering their sensory responses and the perceived benefits and challenges. Findings revealed a strong preference for hands-on, physical interaction with robots, although students also enjoy…
Scaffolding Coding Instruction Through Literacy via the Compose and Code Digital Platform and Curriculum
A Survey of Literacy and Social Studies Educators via the Teachers′ Perceptions of Digital Citizenship Scale (T‐Pods)
Given the vast amount of time that children spend online and utilizing digital technologies, it is important to understand educators′ views on how children can responsibly and effectively participate in digital spaces. This research utilizes a survey design approach to investigate the perceptions of 860 literacy and social studies teachers in the United States using the Teachers′ Perceptions of Digital Citizenship Scale (T‐PODS). This validated i…
A Taxonomy of Literacy Practices for Engaging with Artificial Intelligence
Generative artificial intelligence (AI) is transforming reading and writing practices in and out of educational contexts, yet few frameworks exist to support students' responsible engagement with these tools. This conceptual paper proposes a taxonomy of literacy practices for engaging with AI, grounded in the new literacies of online reading comprehension (Leu et al., 2004, 2015); Coiro, 2021). Using Leu et al.'s (2015) five processing practices …
Promoting elementary students’ computer science conceptual knowledge and coding performance
This mixed-methods study reported how teaching core CS concepts through coordinated unplugged and plugged activities improved elementary students’ coding performances. Through collaborative design with elementary teachers, we developed 14 activities focusing on data, conditional logic, and variables and implemented them with 13 fourth- and fifth-grade students in Spring 2025. Using a convergent mixed methods approach, we analyzed students’ pre-, …
Development of the Coding Engagement Scale to measure elementary students’ engagement in coding
This paper presents the development and validation of the Coding Engagement Scale (CodES), a tool designed to measure elementary students' perceptions of their engagement when they participate in coding as a form of multimodal communication. The CodES assesses four distinct dimensions of engagement when coding is integrated with writing: affective, behavioural, cognitive and social. The scale was administered to a sample of elementary students ( …
Psychology (11 works) · Pedagogy (10 works) · Mathematics education (9 works) · Literacy (7 works) · Perception (7 works) · Computer Science (6 works) · Gender and Technology in Education (6 works) · Literacy, Media, and Education (6 works) · Teaching and Learning Programming (6 works) · Child Development and Digital Technology (3 works)