Zora M Wolfe
Biographic Data
| ID | 7528557 |
|---|---|
| NAME | Zora M Wolfe |
| GIVEN NAMES | Zora M |
| FAMILY NAME | Wolfe |
| SIGNATURE | WOLFE Z M |
| AFFILIATIONS | Widener University |
| ORCID | 0000-0001-6161-9235 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploring upper elementary teachers’ perceptions and practices of AI integration through a TPACK lens
As artificial intelligence (AI) tools become increasingly accessible in K–12 education, teachers are faced with the challenge of integrating these technologies in ways that are developmentally appropriate, ethically grounded, and pedagogically meaningful. This instrumental qualitative case study explores how eight upper elementary educators developed and applied Technological Pedagogical Content Knowledge (TPACK) related to AI integration through…
Faculty perceptions of the impact of professional development on online teaching practices
The COVID-19 pandemic prompted a global shift toward online education, underscoring the need for quality faculty professional development to support educators in designing and delivering effective online courses. This study explores the impact of professional development utilizing the Universal Design for Learning (UDL) framework on faculty’s pedagogical practices in online learning environments. The Online Teaching Fellows Program, a 14-week pro…
From isolation to collaboration
The purpose of this retrospective case study was to examine the implementation of peer- review practices in a doctoral dissertation proposal course. Twenty-eight doctoral candidates’ perceptions of peer feedback on the dissertation writing process and themselves as academic writers were explored through our anecdotal notes from class discussions, as well as students’ exit tickets and journal reflections. The doctoral students articulated that the…
ChatGPT in education
As artificial intelligence (AI) technologies continue to advance, their integration into secondary and postsecondary education offers a multitude of opportunities for adolescent and adult learners. In this article, we delve into the advantages of integrating AI into literacy education, emphasizing its capacity to enhance writing skills, provide assistance to students with disabilities, foster critical thinking and media literacy abilities, and al…
No prominent works on this page.
From isolation to collaboration
The purpose of this retrospective case study was to examine the implementation of peer- review practices in a doctoral dissertation proposal course. Twenty-eight doctoral candidates’ perceptions of peer feedback on the dissertation writing process and themselves as academic writers were explored through our anecdotal notes from class discussions, as well as students’ exit tickets and journal reflections. The doctoral students articulated that the…
ChatGPT in education
As artificial intelligence (AI) technologies continue to advance, their integration into secondary and postsecondary education offers a multitude of opportunities for adolescent and adult learners. In this article, we delve into the advantages of integrating AI into literacy education, emphasizing its capacity to enhance writing skills, provide assistance to students with disabilities, foster critical thinking and media literacy abilities, and al…
Faculty perceptions of the impact of professional development on online teaching practices
The COVID-19 pandemic prompted a global shift toward online education, underscoring the need for quality faculty professional development to support educators in designing and delivering effective online courses. This study explores the impact of professional development utilizing the Universal Design for Learning (UDL) framework on faculty’s pedagogical practices in online learning environments. The Online Teaching Fellows Program, a 14-week pro…
Exploring upper elementary teachers’ perceptions and practices of AI integration through a TPACK lens
As artificial intelligence (AI) tools become increasingly accessible in K–12 education, teachers are faced with the challenge of integrating these technologies in ways that are developmentally appropriate, ethically grounded, and pedagogically meaningful. This instrumental qualitative case study explores how eight upper elementary educators developed and applied Technological Pedagogical Content Knowledge (TPACK) related to AI integration through…
Computer Science (3 works) · Online Learning and Analytics (3 works) · Pedagogy (3 works) · Perception (3 works) · Psychology (3 works) · Faculty Development (2 works) · Mathematics education (2 works) · Professional development (2 works) · Technology integration (2 works) · 21st-century Skills (1 works)