Search results for author:"Valerie Harlow Shinas"
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Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 268–277
This paper reviews multiple perspectives to identify principles and pedagogies that undergird effective online learning. Three examples derived from the theoretical review of literature in each category are as follows. (1) Create a cultural...
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...
Reading Teacher Vol. 69, No. 1 (2015) pp. 41–49
The purpose of this article is to inform teachers about the ways technology can be integrated to add value to literacy instruction. Artistic technology-integrated literacy and disciplinary instruction in preK through grade 4 classrooms is described...
Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers
Journal of Technology and Teacher Education Vol. 24, No. 4 (October 2016) pp. 471–499
The purpose of this quantitative study was to develop and test a survey instrument to measure pre-service teachers? Technological Pedagogical Content Knowledge (TPACK) framed by a transformative lens. The Survey of Teaching Knowledge with...
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 ...