Search results for author:"Kylie A. Peppler"
Total records matched: 7 Search took: 0.073 secs
You may get more results with author:"Kylie A. Peppler".
Teachers College Record Vol. 112, No. 8 (2010) pp. 2118–2153
Background/Context: New technologies have been largely absent in arts education curriculum even though they offer opportunities to address arts integration, equity, and the technological prerequisites of an increasingly digital age. This paper draws ...
Simulation & Gaming Vol. 44, No. 5 (October 2013) pp. 683–705
Although games--including board games, video games, and Massive Multiplayer Online Games--have garnered significant attention in recent years for their impact on educational outcomes, a primary focus of this interest is the transfer of knowledge...
Learning, Media and Technology Vol. 32, No. 2 (June 2007) pp. 149–166
Based on work in media studies, new literacy studies, applied linguistics, the arts and empirical research on the experiences of urban youths' informal media arts practices, we articulate a new vision for media education in the digital age that...
Review of Research in Education Vol. 35, No. 1 (March 2011) pp. 89–119
In this article, the authors draw on findings from several recent studies, particularly the work on the new media-rich programming environment, Scratch, to demonstrate that contemporary youth communities move fluidly across blurry boundaries to...
In Harmony: A Technology-Based Music Education Model to Enhance Musical Understanding and General Learning Skills
International Journal of Music Education Vol. 32, No. 2 (May 2014) pp. 242–260
This article reports on the practice and evaluation of a music education model, In Harmony, which utilizes new technologies and current theories of learning to mediate the music learning experience. In response to the needs of twenty-first century...
BeeSign: Designing to Support Mediated Group Inquiry of Complex Science by Early Elementary Students
Annual Meeting of IDC 2010 (June 2010)
All too often, designers assume that complex science and cycles of inquiry are beyond the capabilities of young children (5-8 years old). However, with carefully designed mediators, we argue that such concepts are well within their grasp. In this...
Journal of Science Education and Technology Vol. 20, No. 5 (October 2011) pp. 454–467
Research into students' understanding of complex systems typically ignores young children because of misinterpretations of young children's competencies. Furthermore, studies that do recognize young children's competencies tend to focus on what...