Faculty Profile

Lauren Eutsler

Title
Associate Professor
Department
Learning Technologies
College
College of Information

    

Education

PhD, University Of Florida, 2016.
Major: Curriculum & Instruction

Current Scheduled Teaching*

LTEC 5580.020, LTEC Capstone: Integrated Portfolios, Summer 2024
LTEC 5510.020, Technology Based Learning Environments, Summer 2024

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

LTEC 5260.020, Computer Graphics for Mediated Communications, Spring 2024 Syllabus SPOT
LTEC 3220.020, Computer Graphics in Education and Training, Spring 2024 Syllabus SPOT
LTEC 2600.003, Digital Tools in Education, Spring 8W2 2024 Syllabus SPOT
LTEC 2600.007, Digital Tools in Education, Spring 8W1 2024 Syllabus SPOT
LTEC 5260.020, Computer Graphics for Mediated Communications, Summer 10W 2023 SPOT
LTEC 5510.020, Technology Based Learning Environments, Summer 10W 2023 SPOT
LTEC 2600.002, Digital Tools in Education, Spring 8W2 2023 Syllabus SPOT
LTEC 2600.003, Digital Tools in Education, Spring 8W2 2023 Syllabus SPOT
LTEC 2600.006, Digital Tools in Education, Spring 8W1 2023 Syllabus SPOT
LTEC 2600.007, Digital Tools in Education, Spring 8W1 2023 Syllabus SPOT
LTEC 2600.003, Digital Tools in Education, Fall 8W2 2022 Syllabus SPOT
LTEC 2600.007, Digital Tools in Education, Fall 8W1 2022 Syllabus SPOT
LTEC 5580.020, LTEC Capstone: Integrated Portfolios, Fall 8W2 2022 SPOT
EDLL 6950.701, Doctoral Dissertation, Spring 2022
EDCI 4060.032, Content Area Reading, Fall 2021 Syllabus SPOT
EDLL 6950.700, Doctoral Dissertation, Fall 2021
EDRE 5070.031, Literacy Development for English Language Learners, Fall 2021 Syllabus SPOT
EDCI 4060.030, Content Area Reading, Summer 10W 2021 Syllabus SPOT
EDLL 6950.701, Doctoral Dissertation, Summer 10W 2021
EDRE 5070.030, Literacy Development for English Language Learners, Summer 5W1 2021 Syllabus SPOT
EDCI 4060.032, Content Area Reading, Spring 2021 Syllabus SPOT
EDLL 6950.700, Doctoral Dissertation, Spring 2021
EDLL 6060.001, Research Design in Literacy and the Language Arts, Spring 2021 Syllabus SPOT
EDCI 4060.032, Content Area Reading, Fall 2020 Syllabus SPOT
EDRE 4450.002, Reading and Writing, Birth through Grade 6, Fall 2020 Syllabus SPOT
EDLL 6910.700, Special Problems, Fall 2020
EDCI 4060.030, Content Area Reading, Summer 10W 2020 Syllabus SPOT
EDCI 4060.031, Content Area Reading, Summer 10W 2020 Syllabus SPOT
EDCI 4060.030, Content Area Reading, Spring 2020 Syllabus
EDRE 4450.003, Reading and Writing, Birth through Grade 6, Spring 2020 Syllabus
EDCI 4060.032, Content Area Reading, Fall 2019 Syllabus SPOT
EDRE 4450.002, Reading and Writing, Birth through Grade 6, Fall 2019 Syllabus SPOT
EDCI 4060.030, Content Area Reading, Summer 10W 2019 Syllabus SPOT
EDCI 4060.032, Content Area Reading, Summer 10W 2019 Syllabus SPOT
EDRE 4450.003, Reading and Writing, Birth through Grade 6, Spring 2019 Syllabus SPOT
EDLL 6060.001, Research Design in Literacy and the Language Arts, Spring 2019 SPOT
EDEE 3320.031, Foundations of Education: The School Curriculum, Fall 2018 Syllabus SPOT
EDRE 4450.002, Reading and Writing, Birth through Grade 6, Fall 2018 Syllabus SPOT
EDCI 4060.031, Content Area Reading, Summer 10W 2018 Syllabus SPOT
EDRE 3996.001, Honors College Mentored Research Experience, Summer 8W1 2018
EDEE 3320.030, Foundations of Education: The School Curriculum, Spring 2018 Syllabus SPOT
EDRE 4450.003, Reading and Writing, Birth through Grade 6, Spring 2018 Syllabus SPOT
EDEE 3320.031, Foundations of Education: The School Curriculum, Fall 2017 Syllabus SPOT
EDRE 4450.002, Reading and Writing, Birth through Grade 6, Fall 2017 Syllabus SPOT
EDRE 4450.003, Reading and Writing, Birth through Grade 6, Spring 2017 Syllabus SPOT
EDRE 4870.003, Cross Curricular (Content Area) Literacy Materials and Resources, Fall 2016 Syllabus SPOT
EDRE 4450.002, Reading and Writing, Birth through Grade 6, Fall 2016 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book Chapter
Sari, G., Eutsler, L. M. (2023). A systematic review of the impact of the COVID-19 pandemic on the learning environment of immigrant English learners in the United States. Establishing Digital Competencies in the Pursuit of Online Learning. 350-374https://doi.org/10.4018/978-1-6684-7010-7.ch018.
Eutsler, L. M., Brom, K. D., Kinard, W. (2023). Parent and child perspectives of emergency remote literacy instruction. Establishing Digital Competencies in the Pursuit of Online Learning. 73-91. IGI Global.
Eutsler, L. M. (2023). Influence of pandemic induced technology use within literacy instruction. Stories and studies to spark effective learning practices in a changing digital society. 69-84. Springer.
Eutsler, L. M. (2019). 1:1 iPads in 1st grade: Case study of a teacher's concerns and implementation. Handbook of Mobile Teaching and Learning. Berlin: Springer.
Fang, Z., Eutsler, L. M., Suzzanne, C., Qi, Y. (2015). Using eReaders to enhance literacy instruction in the content areas. Technology and reading. 157–163. Solution Tree.
Journal Article
Prishker, N., Castro, D., Eutsler, L. (2024). Latine preschool and elementary teachers’ knowledge and practice in the use of technology: A study in the Southern border of the United States. NABE Journal of Research and Practice.
Eutsler, L. M., Long, C. S. (2023). Don’t put the cart before the horse: Self-study on using VR in education. TechTrends.
Eutsler, L. M., Mitchell, C. (2023). A self-study of an inter-university partnership to integrate technology into instruction. Technology Pedagogy and Education. Taylor and Francis.
Eutsler, L. M., Krutka, D. G., Gallow, J., Brom, K. (2023). Tweeting with colleagues: A study of an institutional hashtag. Journal of Digital Learning in Teacher Education. 39(4), 182-200.
Eutsler, L. M. (2023). Establishing a Virtual Field Experience. Journal of Technology and Teacher Education.
Eutsler, L., Naik, M., Peecksen, S., Branton, R. P. (2023). Impact of Inquiry Portfolios within a Service-Learning Literacy Field Experience on Preservice Teachers’ Knowledge Growth and GPA. Teaching and Teacher Education.
Eutsler, J. A., Eutsler, L., Williams, T. (2022). Stealing Students’ Lunch Money for a First-Class Lifestyle: A Case Study on Fraud in Education. Issues in Accounting Education.
Eutsler, L., Hancock, L., Pettet, T. H. (2022). Twitter as Professional Learning in Teacher Preparation. International Journal of Digital Literacy and Digital Competence. 13(1), 1-16.
Eutsler, L., Perez, A. (2022). Culturally relevant model for digital language and literacy instruction. Other.
Eutsler, L. M., Long, C. S. (2021). Preservice teachers' acceptance of virtual reality to plan science instruction.. Educational Technology & Society. https://www.j-ets.net/collection/published-issues/24_2
Eutsler, L. Making space for visual literacy in teacher preparation: Preservice teachers coding to design digital books. TECH Trends.
Eutsler, L. M. (2021). TPACK’s pedagogy and the gradual release of responsibility model coalesce: Integrating technology into literacy teacher preparation. Journal of Research on Technology in Education.
Long, C. S., Eutsler, L. M. (2020). Engaging with VR: Where Will You Take Your Students?. Science Scope. (July/August 2020), 16-22. National Science Teachers' Association.
Eutsler, L., Antonenko, P., Mitchell, C. (2020). Initial response to the COVID-19 pandemic: A mixed-methods analysis of media and school communications to identify pedagogical implications for remote teaching. Interactive Technology and Smart Education.
Eutsler, L. (2020). Pandemic induced remote learning increases need for mobile game-based learning to engage learners. Educational Technology Research and Development.
Eutsler, L., Mitchell, C., Stamm, B., Kogut, A. (2020). The influence of mobile technologies on preschool and elementary children’s literacy gains: A systematic review spanning 2007-2019. Educational Technology Research and Development.
Eutsler, L. M., Trotter, J. (2020). Print or iPad? Young children’s text type shared reading preference and behaviors in comparison to parent predictions and at-home practices. Literacy Research and Instruction.
Eutsler, L., Curcio, R. (2019). Private blog reflections connecting course content with field experiences: Preservice teachers grapple with teacher identity. Other.
Eutsler, L. (2019). Partnering with Parents: Devices and Apps to Support Elementary Children Reading. Other.
Xu, Z., Chen, Z., Eutsler, L. M., Geng, Z., Kogut, A. (2019). A scoping review of digital game-based technology on English language learning. Educational Technology Research and Development. 68, 877–904.
Eutsler, L. (2018). Blended Literature Discussions Increases Pre-Service Teachers’ Enthusiasm for Reading. 19(2), 128-155. http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_v19_number_2_winter18_eutsler.pdf
Eutsler, L., Antonenko, P., Dawson, K. (2018). How Parent Perceptions Relate to Elementary Children’s Portable Technology Use by Gender and Grade-Level. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research.
Eutsler, L., Antonenko, P. (2018). Predictors of portable technology adoption intentions to support elementary children reading. Education and Information Technologies. 1-24. Springer.
Eutsler, L. M. (2018). Parents' Mobile Technology Adoption Influences on Elementary Children’s Use. Other. 35(1), 29-42. Emerald Publishing. http://www.emeraldinsight.com/doi/full/10.1108/IJILT-05-2017-0035
Magazine/Trade Publication
Eutsler, L. M. (2019). Elevating Engagement: Bringing literacy alive with robotics. International Literacy Association. https://www.literacyworldwide.org/blog/literacy-now/2019/08/28/elevating-engagement-bringing-literacy-alive-with-robotics#:~:text=In%20today's%20K%E2%80%9312%20classrooms,apps%2C%20software%2C%20and%20technologies.&text=Because%20of%20this%20stance%2C%20I,integrates%20robotics%20into%20literature%20circles.
Other
Eutsler, L. M. (2014). Review of On Rereading, by Patricia Meyer Spacks. (101481696), . Interdisciplinary Humanities http://www.h-e-r-a.org/IH/IH_Fall_2014.htm.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Hayes, A. T. (Principal), Heap, T. (Co-Principal), Eutsler, L. M. (Supporting), "Researching Immersive Technology Tools for Teaching and Learning," Sponsored by UNT, University of North Texas, $25000 Funded. (May 2023 – Present).
Hayes, A. T. (Co-Principal), Heap, T., Eutsler, L. M. (Co-Principal), Knapp, E. (Co-Principal), "RITTL Immersive Literacy Interventions Team," Sponsored by Gordon England, Private, $75000 Funded. (2023 – Present).
Eutsler, L. (Principal), "Teachers' Experiences of Using Technology to Support Digital Literacy: Before, During, and Beyond COVID-19," Sponsored by University of North Texas, University of North Texas, $4000 Funded. (April 12, 2021August 31, 2021).
Eutsler, J. (Principal), Eutsler, L. M. (Co-Principal), "Embezzlement in K-12 Education," Sponsored by Institute of Fraud Prevention, Private, $15000 Funded. (June 2019June 2020).
Grant - Teaching
Eutsler, L. M., "Career Connect Learning Grant," Sponsored by UNT, University of North Texas, $2500 Funded. (September 4, 2018 – Present).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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