Search results for author:"Chrystalla Mouza"
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Professional Development for Computer Science Education: Design and Outcomes from a Case Study Teacher
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1115–1123
As the role of technology in modern society increases, so too does the importance of computational thinking and computer science (CS) principles. To incorporate CS into K-12 curricula, teachers require training, continuing support, and access to...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 648–656
The field of computer science continues to lack diversity, which has led to new efforts toward increasing access to computer science among all students. In order to address the underrepresentation of minoritized youth in computer science, we...
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 4 (December 2018) pp. 601–605
On September 27-28, 2018, national leaders from educational associations, editors of educational technology journals, directors of nonprofit foundations, federal policy makers, and corporate representatives gathered in Washington, DC, for the 2018...
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 3 (September 2018) pp. 491–493
CITE Journal as a whole squarely addresses the role and preparation of teachers in relation to technology. The papers in this issue, however, serve as an important reminder of the role of teachers in realizing the potential of technology and the...
Editorial - Developing Computationally Literate Teachers: Current Perspectives and Future Directions for Teacher Preparation in Computing Education
Journal of Technology and Teacher Education Vol. 26, No. 3 (July 2018) pp. 333–352
Since Wing (2006) advanced computational thinking (CT) as a way of introducing computer science (CS) ideas to all students, CS and CT education have experienced a resurgence across K-12 settings. This renewed interest is amplified by a number of...
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 197–199
This issue of CITE Journal is unique in that it also moves beyond mere descriptions of tools and their affordances to discuss the role of emerging technologies (see also Mouza & Lavigne, 2012) in transforming education, learning and civic participation.
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1628–1634
With the increased attention on teaching computer science, there has been a growing investment into professional development opportunities that prepare teachers to deliver computer science curricula Yet, little research exists on design features of...
New Content for New Times: Pre-Service Teachers’ Exploration of Computer Programming in Educational Technology Coursework
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1635–1642
This study investigates the development of computational thinking skills and knowledge in pre-service teachers after they were exposed to an educational technology course that incorporated engagement with visual-based programming. Quantitative data...
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 432–436
On September 28-29, 2017, national leaders from educational associations, editors of educational technology journals, directors of nonprofit foundations, federal policy makers, and corporate representatives gathered in Washington, DC, for the...
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 291–294
The current issue of CITE Journal includes four articles, as well as two commentaries in response to “An Interview With Joseph South” published by Bull et al. (2017) submitted by the Teacher Education and Technology and Media Divisions of the...
Editorial: Strengthening the Impact, Novelty and Diversity of Research on Technology and Teacher Education
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 154–159
The new editor's vision for the next phase of the journal focuses on four areas that would further elevate CITE Journal as a leading platform for the dissemination of research focusing on technology and teacher education: (a) improve the visibility...
The Technological Pedagogical Content Knowledge (TPACK) Framework: Lineages of the First Ten Years of Research: Part 1
Aaron Kessler; Michael Phillips; Matthew Koehler; Punya Mishra; Joshua Rosenberg; Denise Schmidt-Crawford; Wei Wang; Judith Harris; Chrystalla Mouza; Daniel Mourlam; Aroutis Foster; Mamta Shah
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2376–2380
The purpose of this symposium is to provide the TPACK community with a snapshot of the first ten years of the TPACK framework with the hope that this comprehensive review will provide the researchers with an opportunity to reflect on the development ...
Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers
Journal of Technology and Teacher Education Vol. 24, No. 4 (October 2016) pp. 471–499
The purpose of this quantitative study was to develop and test a survey instrument to measure pre-service teachers? Technological Pedagogical Content Knowledge (TPACK) framed by a transformative lens. The Survey of Teaching Knowledge with...
Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program
Journal of Technology and Teacher Education Vol. 22, No. 4 (October 2014) pp. 471–495
This study investigates pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data...
Journal of Technology and Teacher Education Vol. 17, No. 2 (April 2009) pp. 175–202
This study investigated the efficacy of case development as an instrument for teacher learning in technology integration. In particular, the study investigated whether case development can help teachers (a) develop the ability to integrate...
AACE Journal Vol. 16, No. 1 (January 2008) pp. 21–46
Creating effective learning environments with technology remains a challenge for teachers. Despite the tremendous push for educators to integrate technology into their classrooms, many have yet to do so and struggle to find consistent success with...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 757–760
This study has three objectives. The first objective is to describe the pedagogical activities of two technology professional development models designed by the Institute for Learning Technologies (ILT) at Teachers College, Columbia University. ...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2040–2043
This paper reports on social and organizational factors that influence teacher learning with regard to technology. Specifically, the study investigates the role that school contextual elements such as local values, structures, resources, and...
EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1364–1365
During the last twenty years, the introduction of new technologies in schools coupled with the recent growth of the Internet have allowed students access to a vast amount of educational resources. This vast increase in the amount of information,...
EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1362–1363
Technology has become a major focus of education policy and reform in recent years. Both new and experienced teachers, however, are still not adequately prepared to teach with technology (CEO Forum on Education and Technology, 2000). This paper...
Journal of Computers in Mathematics and Science Teaching Vol. 20, No. 3 (2001) pp. 265–292
This article presents a study designed to assess the impact of technology integration on teachers and students. To carry out the study, ALPINE, a web-based science project aimed at teaching students fundamental weather concepts, data gathering and...
World Conference on Educational Media and Technology 2000 (2000) pp. 1698–1699
This paper investigates how continuous access to laptop technology and telecommunication tools can promote a student-centered, inquiry-based, problem-solving teaching practice. The purpose of the study is to deepen our understanding on how...
WebNet World Conference on the WWW and Internet 2000 (2000) pp. 413–418
The increased attention on distance education has influenced many institutions to expand their physical boundaries and develop distance learning courses. This paper presents a hybrid course framework that seamlessly integrates a traditional course ...