Yi Jin

Research Interests:

TPACK (Technological Pedagogical Content Knowledge)

Technology integration in PK-20 classrooms and teacher education

Making and Makerspace

Computer Science Education

Professional development and instructional coaching

Personalized teaching

Blended and online learning

Recent Peer-Reviewed Articles:

Ebersole, L., Foulger, T. S., Jin, Y., Mourlam, D. (2024). Exploring Twitter as a social learning space for education scholars: An analysis of value-added contributions to the #TPACK network. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13521

Jin, Y. (2024). Technology integration 2.0: Coaching middle grades preservice teachers to design K-12 online and blended lessons. Journal of Technology and Teacher Education, 32(2), 129–158. https://www.learntechlib.org/primary/p/224457/

Cowart, J., & Jin, Y. (2024). Leading online professional development for instructional technology coaches with effective design elements. Education Sciences, 14(7), 1–29. https://doi.org/10.3390/educsci14070697

Jin, Y., Zha, S., & Cowart, J. (2023). In critical need of research-based instructional strategies and assessment: An investigation of ePCR math lessons for middle school students. Journal of Research on Technology in Education (JRTE), http://dx.doi.org/10.1080/15391523.2023.2232900

Jin, Y., & Harron, J. (2023). An investigation of in-service teachers’ perceptions and development of computational thinking in a graduate emerging technologies course. International Journal of Computer Science Education in Schools (IJCSES). https://doi.org/10.21585/ijcses.v6i2.165

Jin, Y., Clausen, J. M., Elkordy, A., Greene, K., & McVey, M. (2023). Design principles for modeled experiences in technology-infused teacher preparation. Contemporary Issues in Technology and Teacher Education (CITE-General), 23(1). https://citejournal.org/volume-23/issue-1-23/general/design-principles-for-modeled-experiences-in-technology-infused-teacher-preparation/

Harron, J. R., Jin, Y., Hillen, A., Mason, L., & Siegel, L., (2022). Maker math: Exploring mathematics through digitally fabricated tools with K-12 in-service teachers. Special Issue “International Perspectives for Technology Applications in Mathematics Education” in Mathematics. https://www.mdpi.com/2227-7390/10/17/3069

Zha, S., Jin, Y., Wheeler, R., & Bosarge, E. (2022). A mixed-method cluster analysis of physical computing and robotics integration in middle-grade math lesson plans. Computers & Education. https://doi.org/10.1016/j.compedu.2022.104623

Jin, Y., & Harron, J. R. (2022). Maker education infusion in educator preparation programs: A 2025 vision for technology and teacher education. Journal of Technology & Teacher Education, 30(2), 265–274. https://www.learntechlib.org/primary/p/221081/

Jin, Y., & Schmidt-Crawford, D. (2022). Preservice teacher cluster membership in an edtech course: A study of their TPACK development. Computers & Education Open, 3, 1–12. https://doi.org/10.1016/j.caeo.2022.100089

Foulger, T., Jin, Y., Mourlam, D., & Ebersole, L. (2022). Equitable access to TPACK research: Tensions about using social media to disseminate scholarship. Computers & Education Open, 3, 1–13. https://doi.org/10.1016/j.caeo.2021.100067

Jin, Y. (2021). Play, design, create, fail, teach, and repeat: A design case of designing a maker education course for preservice teachers. International Journal of Designs for Learning (IJDL), 12(1), 77–100. https://doi.org/10.14434/ijdl.v12i1.25857