Torrey Trust
Biographic Data
| ID | 6510696 |
|---|---|
| NAME | Torrey Trust |
| GIVEN NAMES | Torrey |
| FAMILY NAME | Trust |
| SIGNATURE | TRUST T |
| AFFILIATIONS | University of Massachusetts Amherst |
| ORCID | 0000-0001-5421-2197 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Where’s the technology in AI-generated civics education lesson plans?
In this exploratory cross-platform study, we examined the integration of technology in lesson plans created by 3 general-purpose GenAI chatbots (e.g., ChatGPT, Gemini, Copilot) and 5 education-specific GenAI tools (e.g., MagicSchool, Eduaide AI, PadletTA, JiffySheets, and Brisk). We generated and analyzed 450 GenAI-generated lesson plans containing 3,161 learning activities. The PICRAT Model for Technology Integration in Teacher Preparation was u…
K-12 Educators’ Reactions and Responses to ChatGPT and GenAI During the 2022–2023 School Year
Cameras Optional? Examining Student Camera Use from a Learner-Centered Perspective
Educators’ Interests, Prior Knowledge and Questions Regarding Augmented Reality, Virtual Reality and 3D Printing and Modeling
Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the Covid-19 Pandemic
In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a matter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure continuity of learning for students at a distance. To learn more about educators’ experiences during thi…
Transformative instruction or old wine in new skins? Exploring how and why educators use HyperDocs
The interplay of five elements of influence on educators’ PLN actions
What should teacher educators know about technology? Perspectives and self-assessments
Six Key Elements Identified in an Active and Thriving Blended Community of Practice
Learning through Making: Emerging and Expanding Designs for College Classes
“Together we are better”: Professional learning networks for teachers
In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732 P-12 teachers…
Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network
Many researchers have found that the main reason teachers participate in peer-to-peer professional development networks (PDNs) is to seek and share professional knowledge. Yet, the majority of studies about PDNs focus on how and why teachers participate in these virtual spaces rather than how teachers find and distribute knowledge. Each PDN has its own unique rules, tools, community members, and culture that shape how knowledge is created, organi…
Enriching Professional Learning Networks: A Framework for Identification, Reflection, and Intention
Educators’ Interests, Prior Knowledge and Questions Regarding Augmented Reality, Virtual Reality and 3D Printing and Modeling
What should teacher educators know about technology? Perspectives and self-assessments
Enriching Professional Learning Networks: A Framework for Identification, Reflection, and Intention
Six Key Elements Identified in an Active and Thriving Blended Community of Practice
Learning through Making: Emerging and Expanding Designs for College Classes
“Together we are better”: Professional learning networks for teachers
In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732 P-12 teachers…
Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network
Many researchers have found that the main reason teachers participate in peer-to-peer professional development networks (PDNs) is to seek and share professional knowledge. Yet, the majority of studies about PDNs focus on how and why teachers participate in these virtual spaces rather than how teachers find and distribute knowledge. Each PDN has its own unique rules, tools, community members, and culture that shape how knowledge is created, organi…
Enriching Professional Learning Networks: A Framework for Identification, Reflection, and Intention
Learning through Making: Emerging and Expanding Designs for College Classes
Six Key Elements Identified in an Active and Thriving Blended Community of Practice
Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the Covid-19 Pandemic
In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a matter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure continuity of learning for students at a distance. To learn more about educators’ experiences during thi…
Transformative instruction or old wine in new skins? Exploring how and why educators use HyperDocs
The interplay of five elements of influence on educators’ PLN actions
What should teacher educators know about technology? Perspectives and self-assessments
Educators’ Interests, Prior Knowledge and Questions Regarding Augmented Reality, Virtual Reality and 3D Printing and Modeling
Cameras Optional? Examining Student Camera Use from a Learner-Centered Perspective
K-12 Educators’ Reactions and Responses to ChatGPT and GenAI During the 2022–2023 School Year
Where’s the technology in AI-generated civics education lesson plans?
In this exploratory cross-platform study, we examined the integration of technology in lesson plans created by 3 general-purpose GenAI chatbots (e.g., ChatGPT, Gemini, Copilot) and 5 education-specific GenAI tools (e.g., MagicSchool, Eduaide AI, PadletTA, JiffySheets, and Brisk). We generated and analyzed 450 GenAI-generated lesson plans containing 3,161 learning activities. The PICRAT Model for Technology Integration in Teacher Preparation was u…
Psychology (12 works) · Pedagogy (11 works) · Mathematics education (8 works) · Computer Science (7 works) · Online and Blended Learning (6 works) · Sociology (6 works) · Educational technology (5 works) · Innovative Teaching and Learning Methods (5 works) · Professional development (5 works) · Knowledge management (3 works)