Search results for author:"Rachel Karchmer-Klein"
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Audience Awareness and Internet Publishing: A Qualitative Analysis of Factors Influencing How Fourth Graders Write Electronic Text
Action in Teacher Education Vol. 29, No. 2 (2007) pp. 39–50
The purpose of this study was to investigate how 23 fourth-grade students with different writing abilities translated their teacher's literacy instruction into an understanding of audience awareness when writing for Internet publication. As part of ...
Reexamining the Practicum Placement: How to Leverage Technology to Prepare Preservice Teachers for the Demands of the 21st Century
Journal of Computing in Teacher Education Vol. 23, No. 4 (2007) pp. 121–129
While many factors are taken into account when identifying appropriate practicum placements, effective technology use by the classroom teacher is rarely considered. This is disconcerting given the recent emphasis on teacher technology preparation....
Promoting and Assessing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Context of Case Development
Journal of Educational Computing Research Vol. 48, No. 2 (2013) pp. 127–152
This study investigated the extent to which case development allowed pre-service teachers to recognize the interactions and integration of technology with content and pedagogy in their own practice. These interactions form the core of what has been...
Reading Research and Instruction Vol. 45, No. 4 (2006) pp. 261–294
The purpose of this study was to examine teachers' use of literature-based collaborative Internet projects (CIP) in their elementary classrooms. These practices require two or more classrooms to read and analyze texts on specified topics and then...
Reading Teacher Vol. 65, No. 5 (February 2012) pp. 288–293
In this article, the authors propose four principles to guide teachers' thinking as they use technology to support teaching and literacy learning in 21st century classrooms. Specifically, teachers must be aware of emerging technologies, recognize...
21st Century Literacies in Teacher Education: Investigating Multimodal Texts in the Context of an Online Graduate-Level Literacy and Technology Course
Research in the Schools Vol. 19, No. 1 (2012) pp. 60–74
This study investigated the modes, semiotic resources, and intersemiotic relationships present in the design of multimodal electronic texts. The participants comprised 10 women and 2 men, who were enrolled in a graduate-level course focused on...
Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK)
Computers & Education Vol. 71, No. 1 (February 2014) pp. 206–221
The purpose of this study is to describe an integrated pedagogical approach, aimed at advancing preservice teachers' learning on the use of technology and investigate its impact on participants' knowledge (i.e., TPACK) and practice. The integrated...
Valerie Harlow Shinas; Sule Yilmaz-Ozden; Chrystalla Mouza; Rachel Karchmer-Klein; Joseph J. Glutting
Journal of Research on Technology in Education Vol. 45, No. 4 (2013) pp. 339–360
This study examined the construct validity of the Survey of Preservice Teachers' Knowledge of Teaching and Technology through an exploratory factor analysis using responses from 365 preservice teachers enrolled in an educational technology course in ...