Search results for author:"Judi Harris"
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Judi Harris
College of William & Mary
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Designing Curriculum-Based Telecomputing Using Activity Structures and Action Sequences
Judi Harris
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 1930–1936
Curriculum-based educational projects that involve use of Internetworked tools are quite different from telecomputing projects that have some curricular connections. The former (tool application) is far more important in students' learning than the...
Topics: Curriculum
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Our Agenda for Technology Integration: It’s Time to Choose
Judi Harris
Contemporary Issues in Technology and Teacher Education Vol. 5, No. 2 (2005) pp. 116–122
Two views of technology tools use exist. One emphasizes students using tools to obtain information, while the other emphasizes how students' content learning can be assisted with tool use. The distinction is more than semantic, and its import may...
Topics: Students
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Teaching Teachers to Use Telecomputing Tools: Formats and Tips
Judi Harris
Society for Information Technology & Teacher Education International Conference 1995 (1995) pp. 706–709
Do you teach teachers to use telecomputing tools? If so, you may have discovered that this kind of inservice training is different from other types of educational computing instruction. Why? The nature of the tools and their potential uses is...
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Form Follows Function: Designing Web Pages to Support Educational Projects
Judi Harris
Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 191–196
Curriculum-based telecollaborative projects happen both across and within participating school sites; they have no one geographic location. It is helpful, therefore, to create a central, virtual space for sharing information about project-related...
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Teachers as Telecollaborative Project Designers: A Curriculum-Based Approach
Judi Harris
Contemporary Issues in Technology and Teacher Education Vol. 1, No. 3 (2001) pp. 429–442
Successful technology-using teachers function more as instructional designers than lesson planners. This is especially true when they seek to incorporate the use of forward-thinking, computer-mediated innovations such as telecomputing tools into...
Topics: Educational Technology, Elementary Education, Teachers, Secondary Education
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If There’s TPACK, is There Technological Pedagogical Reasoning and Action?
Judi Harris; Michael Phillips
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2051–2061
The notion of pedagogical content knowledge (PCK) was modified by multiple authors to become technological pedagogical content knowledge (TPCK or TPACK), spawning much active and dynamic scholarship since 2001. Currently, many researchers see TPCK...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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The Electronic Emissary: Design and Initial Trials
Greg Jones; Judi Harris
Society for Information Technology & Teacher Education International Conference 1995 (1995) pp. 672–676
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Open Educational Resources (OERs) for TPACK Development
Mark Hofer; Judi Harris
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2872–2877
We have developed customizable, modularized, TPACK-based online short courses that are designed to help elementary and secondary preservice teachers learn to plan technologically enhanced, curriculum-based lessons, projects, and units. We offer...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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PCK and TPCK/TPACK: More than Etiology
Michael Phillips; Judi Harris
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2109–2116
In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated....
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development
Judi Harris; Mark Hofer
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4087–4095
Teachers’ knowledge is situated, event-structured, and episodic. Technology, pedagogy and content knowledge (TPACK) – one form of highly practical professional educational knowledge – is comprised of teachers’ concurrent and interdependent...
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TPACK Research with Inservice Teachers: Where’s the TCK?
Mark Hofer; Judi Harris
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4704–4709
Researchers are increasingly exploring the development and expression of experienced teachers’ technological pedagogical content knowledge (TPACK). While the majority of extant studies focus on evidence and growth of TPACK holistically, some have...
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Differentiating TPACK-based Learning Materials for Preservice and Inservice Teachers
Mark Hofer; Judi Harris
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2357–2366
Teacher educators have long noted differences between preservice and inservice teachers? knowledge, practice, and professional learning. A small number of studies have compared novice and experienced teachers? technology integration knowledge,...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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The Construct is in the Eye of the Beholder: School Districts’ Appropriations and Reconceptualizations of TPACK
Judi Harris; Mark Hofer
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2519–2526
Despite debates about the specific parameters of its eight subcomponents, TPACK is generally understood within university-based teacher education communities as the knowledge needed to incorporate technologies—especially digital tools and resources...
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Planning for Deep Learning Using TPACK-based Learning Activity Types
Judi Harris; Mark Hofer
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2864–2871
Teaching for students’ deep learning, while rooted in venerable 20th-century educational research and theory contributed by Vygotsky, Dewey, and others, is taking on a new urgency as heretofore theoretical depictions of 21st-century learning are...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Topics and Sequences in Experienced Teachers’ Instructional Planning: Addressing a ~30-year Literature Gap
Mark Hofer; Judi Harris
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2443–2452
Which topics were addressed, and in what sequence(s) did they appear, in experienced K-12 teachers’ instructional plans that incorporate students’ educational technology use? Eight volunteer classroom teachers with expertise in a broad variety of...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Using Structured Interviews to Assess Experienced Teachers’ TPACK
Judi Harris; Neal Grandgenett; Mark Hofer
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4696–4703
In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument...
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Incorporating Knowledge of Students Systematically into TPACK-based Instruction: An Illustration
Judi Harris; Marcela van Olphen; Mark Hofer
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5054–5061
How might teachers’ knowledge of students’ specific learning needs and preferences be incorporated into their TPACK, and subsequently into their practice? How can this knowledge help teachers to select and employ particular technologies in specific...
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Testing a TPACK-Based Technology Integration Assessment Rubric
Judi Harris; Neal Grandgenett; Mark Hofer
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3833–3840
Although there is ever-increasing emphasis on integrating technology in teaching, there are few well-tested and refined assessments to measure the quality of this integration. The few measures that are available tend to favor constructivist...
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Invited Panel: Conceptions of Context in TPACK Research
Petra Fisser; Judi Harris; Jessica Duggan
SITE 2020--Society for Information Technology & Teacher Education International Conference Vol. 2020, No. 1 (2020)
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...
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Commentaries on Grand Challenges Preparing for the Technological Tipping Point
Glen Bull; Gina Bull; Joe Garofalo; Judi Harris
Contemporary Issues in Technology and Teacher Education Vol. 2, No. 1 (2002) p. 73
A future in which every student has a portable wireless device is inevitable.
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Testing a TPACK-Based Technology Integration Observation Instrument
Mark Hofer; Neal Grandgenett; Judi Harris; Kathy Swan
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4352–4359
Teachers’ knowledge for technology integration – conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) – is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of...
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Operationalizing TPACK for Educators: The Activity Types Approach to Technology Integration, Part 1
Mark Hofer; Judi Harris; Margaret Blanchard; Neal Grandgenett; Denise Schmidt; Marcela van Olphen; Carl Young
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4099–4102
During this first session in a two-part symposium, we will first introduce and explain the activity types approach to technology integration, demonstrating how it helps teachers to develop technology integration knowledge (specifically,...
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Operationalizing TPACK for Educators: The Activity Types Approach to Technology Integration, Part 2
Mark Hofer; Judi Harris; Margaret Blanchard; Neal Grandgenett; Denise Schmidt; Marcela van Olphen; Carl Young
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4103–4106
During this second session in a two-part symposium, we will first introduce and explain the activity types approach to technology integration, demonstrating how it helps teachers to develop technology integration knowledge (specifically,...
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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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Practicing and prospective teachers’ pedagogical reasoning about using technology in their educational practice: Part 1
Joke Voogt; Michael Phillips; Ottavia Trevisan; Marina de Rossi; Anneke Smits; Henk La Roi; Roland Bruijn; Judi Harris; Mark Hofer; Petra Fisser
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 13–16
In 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means for teachers to continually professionalize and improve their teaching. This concept also helps us to understand why and how practicing and prospective ...
Topics: Pedagogical Content Knowledge (TPACK), Research & Evaluation, Technological
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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...