Search results for author:"Michael Phillips"
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Technology, Pedagogy and Education Vol. 25, No. 5 (2016) pp. 555–571
Technological, pedagogical and content knowledge (TPACK) has been used by hundreds of studies as a theoretical framework to explore teachers' technology use in classroom settings. While these studies have contributed to understandings of the...
Australian Educational Computing Vol. 28, No. 2 (2013) pp. 21–31
Technological, pedagogical and content knowledge (TPACK) provides a theoretical lens which attempts to identify the nature of knowledge required by teachers for technology integration in their teaching. While there have been hundreds of studies that ...
Australasian Journal of Educational Technology Vol. 31, No. 1 (Mar 16, 2015)
Assessment feedback is an important part of students’ learning experiences; however, text-based feedback has limitations. This article proposes an alternative in the form of individualised video recordings of the lecturer discussing each assignment. ...
Australasian Journal of Educational Technology Vol. 31, No. 1 (2015) pp. 51–66
Assessment feedback is an important part of students' learning experiences; however, text-based feedback has limitations. This article proposes an alternative in the form of individualised video recordings of the lecturer discussing each assignment. ...
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....
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2459–2462
A singularly significant contribution to the TPACK community of researchers has been the curation of publication details of TPACK related research since 2009 in the TPACK newsletter published online at http://tpack.org. This research explored...
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 1023–1028
Cognitive research has indicated a difference between how individuals process visual and verbal information. The question is whether or not these differences result in a preference and if it affects learning? This paper explores how individuals...
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...
Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education
British Journal of Educational Technology Vol. 50, No. 3 (May 2019) pp. 1507–1523
Assessment feedback is increasingly being provided in digital modes, from electronic annotations to digital recordings. Digitally recorded feedback is generally considered to be more detailed than text‐based feedback. However, few studies have...
An evaluation of tertiary language learning through student constructed multimedia: The Interactive Stories approach
Australasian Journal of Educational Technology Vol. 18, No. 2 (Jan 01, 2002)
The Interactive Stories [IS] approach offers language students an alternative way to learn language skills, through authoring and producing their own ‘choose your own adventure’ stories using software for interactive multimedia. This paper describes ...
Journal of Research and Development in Education Vol. 21, No. 1 (1987) pp. 44–60
This article presents an empirical context for evaluating the instructional appropriateness of interactive video design and challenges the perspective that places technical capabilities and limitations foremost in prescribing teaching systems....
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...
Australian Educational Computing Vol. 25, No. 1 (July 2010) pp. 3–7
There are significant privacy, intellectual property, copyright and disclosure risks associated with the ill-considered use of social networking sites, however, the implementation of regulatory actions may also undermine the social and emerging...
Journal of Educational Multimedia and Hypermedia Vol. 14, No. 3 (July 2005) pp. 249–272
Research suggests that that the educational value of a media format depends upon the ways in which its representational affordances interact with complex features of the learning environment, including learner characteristics, content domains,...
Working with the Internet in Teacher Preparation: A Critical Analysis of Affordances and Constraints, Part 2
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2795–2799
Recent literature on technology integration in teacher preparation describes and recommends particular program content and practices. We have learned that teacher educators need to model effective uses of technology throughout a teacher preparation...
A construct map for TPACK: developing an empirically derived description of increasing TPACK proficiency
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2508–2516
Over the last ten years, the TPACK model has had a major influence on research into technology integration in education and been adopted for research across a wide variety of contexts. While this research has provided a valuable contribution to our...
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...
Investigating the Relationship between Dialogue Structure and Tutoring Effectiveness: A Hidden Markov Modeling Approach
Kristy Elizabeth Boyer; Robert Phillips; Amy Ingram; Eun Young Ha; Michael Wallis; Mladen Vouk; James Lester
International Journal of Artificial Intelligence in Education Vol. 21, No. 1 (2011) pp. 65–81
Identifying effective tutorial dialogue strategies is a key issue for intelligent tutoring systems research. Human-human tutoring offers a valuable model for identifying effective tutorial strategies, but extracting them is a challenge because of...
Is the Movie Better than the Book? Differences in Engagement and Delayed Recall of Video and Text Cases in Science
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 4196–4201
Abstract: In this investigation we assessed whether different formats of media influenced participants' engagement and recall of narrative cases of people diagnosed with HIV/AIDS. For each of the personal case-narratives used in the study, we...
Understanding, Confidence, Perceptions, Constraints, and Affordances within a Case-Based Multimedia Environment
Aroutis Foster; Viola Manokore; Michael Phillips; Mary Lundeberg; Yovita Gwekwerere; Mark Bergland; Karen Klyczek
World Conference on Educational Media and Technology 2006 (June 2006) pp. 2533–2540
In this study, we examine the constraints, affordances, motivation and understanding that occur within a multimedia-learning environment. As part of their biology courses, fifty-seven university students from the U.S. and Africa viewed video cases...
Results of an Experiment Evaluating the Use of Video Cases to Help Pre-Service Teachers Become Better Teachers of Literacy
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 585–592
In this paper, we describe a video- and case-based software designed to help pre-service teachers become skilled teachers of literacy, and how this software was used in one pre-service education course. We present the results of one evaluation study ...
Investigating the Role of Student Motivation in Computer Science Education through One-on-One Tutoring
Computer Science Education Vol. 19, No. 2 (June 2009) pp. 111–135
The majority of computer science education research to date has focused on purely cognitive student outcomes. Understanding the "motivational" states experienced by students may enhance our understanding of the computer science learning process, and ...
"Whoa! We're Going Deep in the Trees!": Patterns of Collaboration around an Interactive Information Visualization Exhibit
Pryce Davis; Michael Horn; Florian Block; Brenda Phillips; E Margaret Evans; Judy Diamond; Chia Shen
International Journal of Computer-Supported Collaborative Learning Vol. 10, No. 1 (March 2015) pp. 53–76
In this paper we present a qualitative analysis of natural history museum visitor interaction around a multi-touch tabletop exhibit called "DeepTree" that we designed around concepts of evolution and common descent. DeepTree combines...
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 ...
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 ...
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
Carol McDonald Connor; Beth M. Phillips; Michael Kaschak; Kenn Apel; Young-Suk Kim; Stephanie Al Otaiba; Elizabeth C. Crowe; Shurita Thomas-Tate; Lakeisha Cooper Johnson; Christopher J. Lonigan
Educational Psychology Review Vol. 26, No. 3 (September 2014) pp. 379–401
This paper describes the theoretical framework, as well as the development and testing of the intervention, "Comprehension Tools for Teachers" (CTT), which is composed of eight component interventions targeting malleable language and...
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 ...