Search results for author:"Daniel Mourlam"
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Developing Content Methods Faculty and Teacher Candidate Technological, Pedagogical, Content Knowledge through Faculty Development: Exploration of a Design-Based Approach
Daniel Mourlam
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2976–2983
This study examined a design-based faculty development experience to determine if there were any positive increases in content methods faculty Technological, Pedagogical, Content Knowledge (TPACK), as well as if the instruction created through the...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Social Media and Education: Perceptions and Need for Support
Daniel Mourlam
Journal on School Educational Technology Vol. 9, No. 3 (2014) pp. 23–28
Social media has become a way of life. Society has become very connected, yet the classroom still remains quite isolated, from other teachers, students, experts, parents, the community, and a host of others who could potentially enhance learning....
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Understanding Teacher Candidate TPACK while Participating in a STEM Professional Development School Partnership Program
Daniel Mourlam
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2479–2488
Preparing teacher candidates to teach with technology is an enduring issue within teacher education. As programs throughout the United States have revised curriculum to prepare candidates to combine their knowledge of content, pedagogy, and...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Preparing for Infusion: Emergence of a Model for Faculty TPACK Development
Daniel Mourlam
Journal of Technology and Teacher Education Vol. 25, No. 3 (July 2017) pp. 301–325
As technologies have become ubiquitous in society and within higher education, institutions have begun to invest in the development of faculty to leverage digital technologies during their instruction. This has been especially true in teacher...
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Early Career Teacher Candidate TPACK Development: Implementation of a Learning Activity Types Short Course
Daniel Mourlam; Heather Bleecker
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2404–2409
Currently, the literature contains multiple approaches to teacher candidate TPACK development. The Learning Activity Types Short Courses, which assist with scaffolding the process of combining content, pedagogy, and technologies in instruction for...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Investigating Differences in Teacher Candidate TPACK: Comparisons of a STEM Professional Development School and a Standalone Educational Technology Course
Daniel Mourlam; Steven Chestnut
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 899–904
Preparing teacher candidates to teach effectively with technology is a complex issue in teacher education. As programs have transitioned from technocentric methods to those where candidate knowledge of technologies, pedagogy, and content (TPACK) are ...
Topics: Technological, Pedagogical Content Knowledge (TPACK), STEM Innovation
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Becoming Ambitious From Afar: Understanding Teacher Beliefs About Implementing Ambitious Science Teaching Practices Through a Remotely Delivered Professional Development Workshop
John Williams; Daniel Mourlam; Steven Chesnut
Contemporary Issues in Technology and Teacher Education Vol. 23, No. 4 (December 2023) pp. 578–601
Science education professional development (PD) experiences are important for developing effective teaching practices aligned to reform-based principles using innovative approaches, such as the Ambitious Science Teaching (AST) framework. The ability ...
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They Think What? An Investigation of Preschoolers’ Digital Technology and Media Skills and Teacher Candidates’ Beliefs
Daniel Mourlam; Gabrielle Strouse; Lisa Newland
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1453–1461
Digital technologies and media (DTM) have become commonplace in our lives. As a result, young children are using DTM more often and are likely entering school with enhanced skills. Yet, schools often do not take full advantage of DTM in the...
Topics: Early Childhood Education, Teaching and Learning with Emerging Technologies
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An Investigation into Teacher Candidate Self-Efficacy as a Result of a STEM Professional Development School Program
Steven Chesnut; Daniel Mourlam; Gabrielle Strouse; Lisa Newland
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 855–864
With shortages in the STEM workforce, it is important to foster children’s interest in STEM subjects at early ages. New teachers must be prepared to engage learners in STEM experiences upon their entry into the profession. This study investigated...
Topics: Teaching and Learning with Emerging Technologies, Maker (Formerly Engineering Education), STEM Innovation
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Can they do it? A comparison of teacher candidates' beliefs and preschoolers' actual skills with digital technology and media
Daniel James Mourlam; Gabrielle A. Strouse; Lisa A. Newland; Haoyu Lin
Computers & Education Vol. 129, No. 1 (February 2019) pp. 82–91
As digital technologies and media (DTM) are integrated into every facet of our lives, the knowledge and skills children bring to school is changing. It is unclear whether teacher candidates' beliefs about children's skills have kept pace with this...
Language: English
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Examining TPACK in Practice Across Teacher Education
Daniel Mourlam; Yi Jin; Judi Harris; Jessica Duggan; Steven Chesnut; Christi Harp; Teresa Foulger; Teemu Valtonen; Erkko Sointu; Petra Fisser
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1954–1957
The purpose of this symposium is to present to the TPACK community different approaches to teacher candidate TPACK development. In doing so, it is the hope that how TPACK is conceptualized and developed in practice across preservice teacher...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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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 ...
Topics: Technological, Pedagogical Content Knowledge (TPACK)