Lauren Eutsler
Biographic Data
| ID | 6508272 |
|---|---|
| NAME | Lauren Eutsler |
| GIVEN NAMES | Lauren |
| FAMILY NAME | Eutsler |
| SIGNATURE | EUTSLER L |
| AFFILIATIONS | University of North Texas |
| ORCID | 0000-0002-9869-0331 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Artificial intelligence policies in K-12 school districts in the United States
Generative artificial intelligence (AI) has been embraced by educators and students, making it one of the fastest-growing technologies in education. However, unethical uses of AI hinder its acceptance and potential use for good. From a sample of 9,229 K-12 school districts in the United States, this study systematically applied content analysis to search for AI policies from 191 districts, with a balance of district locale. In May 2024, 14.13% of…
Don’t put the Cart Before the Horse
Impact of inquiry portfolios within a service-learning literacy field experience on preservice teachers’ knowledge growth and GPA
TPACK’s pedagogy and the gradual release of responsibility model coalesce
This study explored how the pedagogical knowledge construct of TPACK and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad. This qualitative study used an interpretivist approach and case study design to closely examine each participant’s (n = 38) experience to use the iPad to plan instruction. Data were triangulated with observation logs, individual surveys, a…
Culturally Relevant Model for Digital Language and Literacy Instruction
Overwhelming instructional technology options leave teachers searching for efficient approaches to foster differentiated instruction. This study examined an iterative, design-based research approach of one teacher’s 10-week digital literacy and language-guided small-group instructional intervention with second-grade unidentified language learners. Students explored 15 language and literacy apps, engaged in personalized reading experiences, and cr…
Pandemic induced remote learning increases need for mobile game-based learning to engage learners
Making Space for Visual Literacy in Literacy Teacher Preparation
The influence of mobile technologies on preschool and elementary children’s literacy achievement
The influence of mobile technologies on preschool and elementary children’s literacy achievement
Pandemic induced remote learning increases need for mobile game-based learning to engage learners
Making Space for Visual Literacy in Literacy Teacher Preparation
TPACK’s pedagogy and the gradual release of responsibility model coalesce
This study explored how the pedagogical knowledge construct of TPACK and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad. This qualitative study used an interpretivist approach and case study design to closely examine each participant’s (n = 38) experience to use the iPad to plan instruction. Data were triangulated with observation logs, individual surveys, a…
Culturally Relevant Model for Digital Language and Literacy Instruction
Overwhelming instructional technology options leave teachers searching for efficient approaches to foster differentiated instruction. This study examined an iterative, design-based research approach of one teacher’s 10-week digital literacy and language-guided small-group instructional intervention with second-grade unidentified language learners. Students explored 15 language and literacy apps, engaged in personalized reading experiences, and cr…
Don’t put the Cart Before the Horse
Impact of inquiry portfolios within a service-learning literacy field experience on preservice teachers’ knowledge growth and GPA
Artificial intelligence policies in K-12 school districts in the United States
Generative artificial intelligence (AI) has been embraced by educators and students, making it one of the fastest-growing technologies in education. However, unethical uses of AI hinder its acceptance and potential use for good. From a sample of 9,229 K-12 school districts in the United States, this study systematically applied content analysis to search for AI policies from 191 districts, with a balance of district locale. In May 2024, 14.13% of…
Computer Science (7 works) · Psychology (7 works) · Mathematics education (6 works) · Pedagogy (6 works) · Literacy (4 works) · Child Development and Digital Technology (3 works) · Sociology (3 works) · Teacher education (3 works) · Digital Literacy (2 works) · Educational technology (2 works)