Search results for author:"Denise+Schmidt-Crawford"
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Glen Bull; Charles Hodge; Chrystalla Mouza; Kinshuk ,; Michael Grant; Leanna Archambault; Jered Borup; Richard E. Ferdig; Denise A. Schmidt-Crawford
Contemporary Issues in Technology and Teacher Education Vol. 19, No. 2 (June 2019) pp. 117–128
Any concept that is widely adopted by scholars and practitioners inevitably is used in ways that the originators did not intend. Expansion of a concept in this way can be described as conceptual dilution. Conceptual dilution does not refer to the...
International Journal on E-Learning Vol. 18, No. 1 (January 2019) pp. 103–124
This paper identifies the quality themes of distance learning that arose from the learners’ perspective as reflected in the literature. The paper reviews literature through the four themes of 1) Course design, 2) Interaction, 3) Learner support and...
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 413–448
The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of...
Journal of Agricultural Education Vol. 58, No. 2 (2017) pp. 166–179
Student teaching is a critical component of the preservice teacher preparation program which has a major role in preparing novices to teach. This capstone experience has been frequently examined and the subject of numerous reform measures. Clinical...
Journal of Technology and Teacher Education Vol. 24, No. 3 (July 2016) pp. 249–256
The way preservice teachers learn to use technology within their practice varies widely depending on the learning opportunities available (e.g., technology-infused teacher preparation program vs. standalone education technology course), and the...
Reading Teacher Vol. 66, No. 1 (September 2012) pp. 15–23
The goal of this investigation was to explore how a fourth grade teacher could integrate iPads into her literacy instruction to simultaneously teach print-based and digital literacy goals. The teacher used iPads for a three-week period during her...
Journal of Open, Flexible, and Distance Learning Vol. 15, No. 2 (2011) pp. 55–67
This study focused on the potential for building 25 high-school students’ word knowledge by using a mobile learning device and gaming app. Using a game as an instructional tool is a portable way for students to engage with content. The amount...