Dr. Hughes has twenty-four years of teaching and research experience in the K-12 educational technology space. Her research and teaching focuses on teacher learning and technology integration in preservice teacher settings and PK-12 schools. She studies how teachers and K-12 students use technologies in-and-outside the classroom for subject area learning and how school leaders support classroom technology integration. She also explores the preparation of new teachers (in university certification programs) to determine how and what they are being prepared to do with technology in their future teaching positions. Her publications have been cited more than 2200 times. Her twenty-four years working in the educational technology field began as an elementary and middle school computer teacher in Silicon Valley in the early 1990s.
Ph.D. in Education Psychology, Michigan State University
B.A. in English, Pomona College
K-12 Technology Integration, Teacher Professional Development, Online Learning, Technology Leadership, 1:1 Technology Integration, Research, Consulting for EdTech Startups
Past Chair, Chair, and Vice Chair, Special Interest Group, AERA, Technology as an Agent of Change for Teaching and Learning(2010 - 2013)
Secretary/Treasurer, Special Interest Group, AERA, Technology as an Agent of Change for Teaching and Learning(2009 - 2010)
Vice President, Technology Diffusion and Integration, Society for Information Technology in Teacher Education(2003 - Present)
Member, American Educational Research Association
Member, International Society for Technology in Education
Member, Association for the Advancement of Computing in Education
Member, Society for Information Technology in Teacher Education
Hughes, J., Liu, S. & Lim, M. (2016). Technological modeling: Faculty use of technologies in preservice teacher education from 2004 to 2012. Contemporary Issues in Technology and Teacher Education. CITE Journal, 16(3). http://www.citejournal.org/volume-16/issue-2-16/current-practice/technological-modeling-faculty-use-of-technologies-in-preservice-teacher-education-from-2004-to-2012/.
Hughes, J., De Zeeuw, A. & OK, M. (2016). A case study of technology leadership in situ: A high school iPad learning initiative. Journal of School Leadership, 26(2), 283–313.
Hughes, J., Read, M., Jones, S. & Mahometa, M. (2015). Predicting middle school students' use of Web 2.0 technologies out of school using home and school technological variables. Journal of Research on Technology in Education, 47(4), 211–228.
Hughes, J., Ko, Y., Lim, M. & Liu, S. (2015). Preservice teachers' social networking use, concerns, and educational possibilities: Trends from 2008-2012. Journal of Technology and Teacher Education, 23(2), 185–212. (View)
Russell, G. & Hughes, J. (2014). iTeach and iLearn with iPads in secondary English language arts. The new landscape of mobile learning: Re-designing education in an app-based world (pp. 292–307). New York: Routledge.
Hughes, J. (2013). Indicators of future teachers technology integration in the PK-12 classroom: Trends from a laptop-infused teacher education program. Journal of Educational Computing Research, 48(4), 493–518.
Mutohar, A. & Hughes, J. (2013). Web 2.0 integration in a developing country: A case of Indonesia. Cases on Web 2.0 in Developing Countries: Studies on Implementation, Application and Use: IGI Global. (View)
Hughes, J., Gonzales, G., Wen, Y. & Yooh, H. (2012). The iron grip of productivity software within teacher preparation. Creating Technology-Rich Teacher Education Programs: Key Issues (pp. 170–191): IGI Global. (View)
Hughes, J., Bruce, K., Guion, J., Horton, L. & Prescott, A. (2011). A framework for action: Intervening to increase adoption of transformative web 2.0 learning resources. Educational Technology Special Issue: Transformative Learning and Digital Technologies, 51(2), 53–61.
Greenhow, C., Robelia, B. & Hughes, J. (2009). Research on Learning and Teaching with Web 2.0: Bridging Conversations. Educational Researcher, 38(4), 246–259. (View)
Preservice Teacher Preparation
I study how teacher preparation programs prepare novice teachers to be prepared to integrate digital technologies into Pk-12 teaching and learning contexts primarily in public school settings. I have examined a range of indicators including preservice teachers' digital technology self-efficacy, attitude towards technology integration, degree of directed vs. constructivist teaching philosophy, student and faculty uses of technology in university coursework and in PK-12 fieldwork, and intentions for future use.
Technology Integration in PK-12 Schools
I descriptively examine how schools are supporting the integration of digital technologies in support of content-focused learning. I have examined how teachers come to know and do what they do with technologies in the classroom. I have examined schools as a "case" in which I come to understand the degree of integration from student, teacher, and school leaders' perspectives. I typically conduct my research in schools that I refer to as "modal" in that they are not sites of unusual influx of funds for special projects. While some schools have access to more funds than others, I study how and what schools do with what they have available. I completed a four-school comparative case study that examined technology integration while the school context varied in terms of student population (ethnicity, SES, and ELL) and location (urban, rural, suburban). I recently began an ethnographic study of a high school that implemented a ubiquitous iPad immersion that aimed to shift how the teachers taught and students learned.
