Search results for author:"Joshua Rosenberg"
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Joshua Rosenberg
Michigan State University
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Review of Mobile Device Use Policies in Public High Schools
Joshua Rosenberg
Global Learn 2012 (Nov 06, 2012) pp. 14–20
Mobile devices are widely owned. Research on mobile learning across educational domains has demonstrated benefits such as improvements in technology skill, utility for teachers and students, and meaning in the lives of adolescents. This is a brief ...
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Review of Mobile Device Use Policies in Public High Schools
Joshua Rosenberg
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3774–3779
Mobile devices are widely owned. Research on mobile learning across educational domains has demonstrated benefits, which are organized into four threads in this research: characteristics, surveys, accessibility, and models. This study is a brief...
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Context and Technological Pedagogical Content Knowledge: A Content Analysis
Joshua Rosenberg; Matthew Koehler
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2626–2631
Context is an important part of technological pedagogical content knowledge (TPACK), but there is evidence teachers’ context has not been included in descriptions, explanations, or operationalizations of TPACK among publications that apply the TPACK ...
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What Factors Matter for Engaging Others in an Educational Conversation on Twitter?
Matthew Koehler; Joshua Rosenberg
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2285–2291
Educator-driven professional learning communities are increasingly developing and thriving on social media platforms such as Twitter. Even though these communities are large and popular, very little is understood about how their users interact with...
Topics: Social Media
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Interacting with Purpose: What is the Difference Between Face-to-Face and Online Student Relationships in a Combined Program?
Amy Peterson; Daniel Freer; Joshua Rosenberg
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 3411–3414
This presentation reflects the first phase of analysis of a study that gathered data about student relationships in a doctoral program. This program is unusual, because face-to-face and online students are combined in a single program so the...
Topics: Distance/Flexible Education, Graduate Education & Faculty Development
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A performance assessment of teachers’ TPACK using artifacts from digital portfolios
Joshua Rosenberg; Spencer Greenhalgh; Matthew Koehler
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3390–3397
Researchers have employed many different methods of measuring teachers’ Technological Pedagogical Content Knowledge (TPACK). Existing measures of TPACK have typically focused on teachers’ self-report of their understanding, and relatively few...
Topics: Technological, Pedagogical Content Knowledge (TPACK), Portfolios, Assessment
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Supporting A Creatively Focused Technology Fluent Mindset Among Educators: Survey Results from a Five-Year Inquiry Into Teachers’ Confidence in Using Technology
Danah Henriksen; Rohit Mehta; Joshua Rosenberg
Journal of Technology and Teacher Education Vol. 27, No. 1 (January 2019) pp. 63–95
Teacher confidence with technology is essential during times of rapid changes in digital technologies. In this study, we draw on theoretical accounts from creativity research and the educational technology literature to characterize an approach to...
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Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review
Joshua M. Rosenberg; Matthew J. Koehler
Journal of Research on Technology in Education Vol. 47, No. 3 (2015) pp. 186–210
Context is an important aspect of educational research and the technological pedagogical content knowledge (TPACK) framework, but is often missing from TPACK research, or its specific meaning is not clear. To provide a systematic and comprehensive...
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Looking outside the circles: Considering the contexts influencing TPACK development and enactment
Michael Phillips; Matthew Koehler; Joshua Rosenberg
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3029–3036
Technological pedagogical content knowledge (TPACK) is a well-known theoretical framework that has reshaped contemporary understanding of the interplay between forms of knowledge required by expert teachers. This paper draws on recent thinking and...
Topics: Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies
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Examining Teachers’ Technology Use Through Digital Portfolios
Sarah Keenan; Joshua Rosenberg; Spencer Greenhalgh; Matthew Koehler
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1084–1091
Digital portfolios designed by educators have the potential to serve as assertions of technology knowledge (TK). This study describes and begins to evaluate a proposed method for assessing educators’ asserted TK through the platforms and artifacts...
Topics: Research & Evaluation
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For All Intents and Purposes: Twitter as a Foundational Technology for Teachers
Spencer P. Greenhalgh; Joshua M. Rosenberg; Leigh Graves Wolf
E-Learning and Digital Media Vol. 13, No. 1 (2016) pp. 81–98
Twitter is increasingly accepted as an important educational technology and has been shown to serve a range of purposes. In fact, this variety suggests that Twitter has the potential to serve as a foundational technology: one capable of supporting...
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Avoiding Madness in our Methods: Considerations for Twitter Research in Teacher Education
Spencer P. Greenhalgh; Joshua M. Rosenberg; Matthew J. Koehler
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1558–1561
Twitter is increasingly recognized as a site for both teacher education and teacher education research. Although using digital methods to study Twitter data has a number of advantages for teacher education scholars, there are also methodological and ...
Topics: New Possibilities with Information Technologies, Teaching and Learning with Emerging Technologies
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State Educational Twitter Hashtags: An Introduction and Research Agenda
Joshua Rosenberg; Matthew Koehler; Mete Akcaoglu; Spencer Greenhalgh; Erica Hamilton
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 355–360
Affinity spaces refer to digital and geographical spaces in which learning can happen, and some of the largest affinity spaces dedicated to education are those that currently exist on Twitter. These spaces are public, largely unmoderated, and...
Topics: Distance/Flexible Education
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For Every Tweet there is a Purpose: Twitter Within (and Beyond) an Online Graduate Program
Spencer P. Greenhalgh; Joshua M. Rosenberg; Leigh Graves Wolf
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2044–2049
Little is known about the use of Twitter throughout entire degree programs. Graduate degrees in education may be of particular interest for researchers because participants’ variety of roles (e.g., working as teachers while enrolled as students) may ...
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What the Tech is Going on with Teachers? Digital Teaching Portfolios? Using the TPACK Framework to Analyze Teachers? Technological Understanding
Matthew Koehler; Spencer Greenhalgh; Joshua Rosenberg; Sarah Keenan
Journal of Technology and Teacher Education Vol. 25, No. 1 (January 2017) pp. 31–59
Despite the growing popularity of digital teaching portfolios, research has remained focused on outcomes associated with making digital teaching portfolios instead of examining the ways in which they can effectively assess what teachers know,...
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The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for Its Use
Erica R. Hamilton; Joshua M. Rosenberg; Mete Akcaoglu
TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 5 (2016) pp. 433–441
The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a four-level, taxonomy-based approach for selecting, using, and evaluating technology in K-12 settings (Puentedura 2006). Despite its increasing popularity among...
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Unpacking TPACK: reconsidering knowledge and context in teacher practice.
Michael Phillips; Matthew Koehler; Joshua Rosenberg; Benjamin Zunica
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2422–2429
Teacher knowledge has been a research focus for a number of decades and is a core of the TPACK framework and the PCK framework which preceded it. Despite the centrality of knowledge in both conceptualisations, it is difficult to find clear and...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science
Mete Akcaoglu; Joshua M. Rosenberg; John Ranellucci; Christina V. Schwarz
International Journal of Educational Research Vol. 87, No. 1 (2018) pp. 67–77
The purpose of this field experiment was to understand whether fifth and sixth-grade students were able to write about the usefulness and relevance of what they were learning in their science class through self-generated reflections and to examine...
Language: English
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Strategies, Use, and Impact of Social Media for Supporting Teacher Community within Professional Development: The Case of one Urban STEM Program
Joshua M. Rosenberg; Spencer P. Greenhalgh; Leigh Graves Wolf; Matthew J. Koehler
Journal of Computers in Mathematics and Science Teaching Vol. 36, No. 3 (September 2017) pp. 255–267
This paper examines the use of social media to foster community connections within the MSU Urban Science, Technology, Engineering, and Mathematics (STEM) program. We describe the strategies employed by the program and the technologies employed by...
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An Investigation of State Educational Twitter Hashtags (SETHS) as Affinity Spaces
Joshua M. Rosenberg; Spencer P. Greenhalgh; Matthew J. Koehler; Erica R. Hamilton; Mete Akcaoglu
E-Learning and Digital Media Vol. 13, No. 1 (2016) pp. 24–44
Affinity spaces are digital or physical spaces in which participants interact with one another around content of shared interest and through a common portal (or platform). Among teachers, some of the largest affinity spaces may be those organized...
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A Tale of Two Twitters: Synchronous and Asynchronous Use of the Same Hashtag
Joshua Rosenberg; Mete Akcaoglu; K. Bret Staudt Willet; Spencer Greenhalgh; Matthew Koehler
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 283–286
Communication in online settings can occur at the same time (synchronously) or at different times (asynchronously). A new form of online learning in which teachers communicate both at the same time and at different times is through social media...
Topics: Distance/Flexible Education
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Design Guidelines for Graduate Program Social Media Use
Joshua M. Rosenberg; Colin A. Terry; John Bell; Virginia Hiltz; Tracy E. Russo
TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 2 (2016) pp. 167–175
Social media provides a promising platform for members of informal and formal educational communities to build community, collaborate, and support institutional goals such as student recruitment. Despite burgeoning research on the educational uses...
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Zen and the Art of Portfolio Maintenance: Best Practices in Course Design for Supporting Long-lasting Portfolios
Spencer P. Greenhalgh; Joshua M. Rosenberg; Andrea Zellner; Matthew J. Koehler
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1755–1761
Teacher education courses that use portfolios can impact the ways in which teachers develop as professionals. Although the affordances of portfolios impact the professional development process of both pre-service and in-service teachers, courses...
Topics: Assessment and E-Folios
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Tweet, and We Shall Find: Using Digital Methods to Locate Participants in Educational Hashtags
Spencer P. Greenhalgh; K. Bret Staudt Willet; Joshua M. Rosenberg; Matthew J. Koehler
TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 5 (2018) pp. 501–508
Although researchers have discovered a great deal about who uses Twitter for educational purposes, "what" they post about, "when" they post and "why" they participate, there has so far been little work to explore "...
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The Development of Technological Pedagogical Content Knowledge (TPACK): Part 1
Mamta Shah; Michael Philips; Aaron Kessler; Joshua Rosenberg; Eric Poitras; Negar Fazeli; Amanda Barany; Aroutis Foster
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2452–2456
This session includes five empirical presentations that feature investigations undertaken to argue for and demonstrate practical applications of enhancing pre-service and in-service teachers? knowledge of technology integration. The development of...
Topics: Games & Simulations, Technology Leadership, Technological, Pedagogical Content Knowledge (TPACK)
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What We’ve Got Here is Failure to Communicate: Social Media Best Practices for Graduate School Programs
Joshua Rosenberg; Colin Terry; John Bell; Virginia Hiltz; Tracy Russo; The EPET Social Media Council
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1340–1345
There is a need to investigate the role of, and best practices for, social media use in graduate school programs from an institutional perspective. Graduate students and faculty in the Michigan State University Educational Psychology and Educational ...
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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)
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What do Teacher Educators think of Teacher Education Technology Competencies?
Jeffrey Carpenter; Joshua Rosenberg; Tonia Dousay; Enilda Romero-Hall; Torrey Trust; Aaron Kessler; Michael Phillips; Scott Morrison; Christian Fischer; Daniel Krutka
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 796–801
Digital technologies have become commonplace in schools and the effective integration of these technologies places new demands on both teachers and teacher preparation programs. The teaching and modeling of technology use as part of the teaching and ...
Topics: faculty development, Research & Evaluation, Technological, Pedagogical Content Knowledge (TPACK)
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Technological Pedagogical Content Knowledge (TPACK): Revision and Rethinking
Petra Fisser; Joshua Rosenberg; Jolene Teske; Matthew Koehler; Punya Mishra; Joke Voogt; Jo Tondeur; Johan van Braak; Judi Harris; Charoula Angeli; Nicos Valanides; Andri Christodoulou; Karin Forssell; Leanna Archambault; Vicky Smart; Glenn Finger; Denise Schmidt-Crawford; Shu-ju Diana Tai; Wei Wang; Mary Herring
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 907–911
The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators was critical to the development of the field of educational technology research and practice, but much has changed since its publication. The Handbook of Technological...