Search results for author:"Chrystalla Mouza"
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University of Delaware
Journal of Research on Technology in Education Vol. 40, No. 4 (2008) pp. 447–472
This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school. Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms...
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 291–294
The current issue of CITE Journal includes four articles, as well as two commentaries in response to “An Interview With Joseph South” published by Bull et al. (2017) submitted by the Teacher Education and Technology and Media Divisions of the...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 757–760
This study has three objectives. The first objective is to describe the pedagogical activities of two technology professional development models designed by the Institute for Learning Technologies (ILT) at Teachers College, Columbia University. ...
Editorial: Strengthening the Impact, Novelty and Diversity of Research on Technology and Teacher Education
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 154–159
The new editor's vision for the next phase of the journal focuses on four areas that would further elevate CITE Journal as a leading platform for the dissemination of research focusing on technology and teacher education: (a) improve the visibility...
World Conference on Educational Media and Technology 2000 (2000) pp. 1698–1699
This paper investigates how continuous access to laptop technology and telecommunication tools can promote a student-centered, inquiry-based, problem-solving teaching practice. The purpose of the study is to deepen our understanding on how...
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 432–436
On September 28-29, 2017, national leaders from educational associations, editors of educational technology journals, directors of nonprofit foundations, federal policy makers, and corporate representatives gathered in Washington, DC, for the...
Promoting Urban Teachers' Understanding of Technology, Content, and Pedagogy in the Context of Case Development
Journal of Research on Technology in Education Vol. 44, No. 1 (2011) pp. 1–29
This study investigated the potential of a professional development program centered on case development to help urban teachers: (a) integrate technology with content and pedagogy and (b) cultivate habits of reflection required to learn from...
Understanding teacher@change: A study of professional@development in technology@integration (2002) pp. 1–304
This study had three primary objectives. First, it analyzed the pedagogical activities of two professional development models designed by the Institute for Learning Technologies at Teachers College, Columbia University. Second, it investigated the...
Linking Professional Development to Teacher Learning and Practice: A Multi-Case Study Analysis of Urban Teachers
Journal of Educational Computing Research Vol. 34, No. 4 (2006) pp. 405–440
This study describes and analyzes the pedagogical activities of two professional development models aimed at helping teachers effectively integrate technology in their classrooms. Most importantly, it investigates the impact of those activities on...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2040–2043
This paper reports on social and organizational factors that influence teacher learning with regard to technology. Specifically, the study investigates the role that school contextual elements such as local values, structures, resources, and...
Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration
Teachers College Record Vol. 111, No. 5 (2009) pp. 1195–1241
Background/Context: Although there is a growing body of literature on the characteristics of effective professional development, there is little direct evidence on the extent to which these characteristics influence teacher learning and practice. In ...
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 197–199
This issue of CITE Journal is unique in that it also moves beyond mere descriptions of tools and their affordances to discuss the role of emerging technologies (see also Mouza & Lavigne, 2012) in transforming education, learning and civic participation.
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 3 (September 2018) pp. 491–493
CITE Journal as a whole squarely addresses the role and preparation of teachers in relation to technology. The papers in this issue, however, serve as an important reminder of the role of teachers in realizing the potential of technology and the...
Contemporary Issues in Technology and Teacher Education Vol. 19, No. 3 (September 2019) pp. 302–304
Most teachers believe that students’ use of digital devices has a “mostly helpful” effect on students’ education (Busteed & Dugan, 2018). Yet, many teachers are not provided with the professional development and digital tools they need to integrate...
Journal of Computer Assisted Learning Vol. 34, No. 6 (December 2018) pp. 762–774
This study examines the ways in which all nine middle school teachers in a private school for boys in the United States integrated mobile devices with content and pedagogy 4 years into the implementation of a one-to-one initiative. It also examines...
AACE Journal Vol. 16, No. 1 (January 2008) pp. 21–46
Creating effective learning environments with technology remains a challenge for teachers. Despite the tremendous push for educators to integrate technology into their classrooms, many have yet to do so and struggle to find consistent success with...
EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1364–1365
During the last twenty years, the introduction of new technologies in schools coupled with the recent growth of the Internet have allowed students access to a vast amount of educational resources. This vast increase in the amount of information,...
The Impact of Professional Development on Teacher Learning, Practice and Leadership Skills: A Study on the Integration of Technology in the Teaching of Writing
Journal of Educational Computing Research Vol. 37, No. 3 (2007) pp. 229–266
This study reports on the design, implementation, and outcomes of a research-based professional development program aimed at helping teachers integrate technology in the teaching of writing. The program was funded by the National Writing Project ...
Journal of Technology and Teacher Education Vol. 17, No. 2 (April 2009) pp. 175–202
This study investigated the efficacy of case development as an instrument for teacher learning in technology integration. In particular, the study investigated whether case development can help teachers (a) develop the ability to integrate...
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 4 (December 2018) pp. 601–605
On September 27-28, 2018, national leaders from educational associations, editors of educational technology journals, directors of nonprofit foundations, federal policy makers, and corporate representatives gathered in Washington, DC, for the 2018...
Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program
Journal of Technology and Teacher Education Vol. 22, No. 4 (October 2014) pp. 471–495
This study investigates pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data...
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...
EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1362–1363
Technology has become a major focus of education policy and reform in recent years. Both new and experienced teachers, however, are still not adequately prepared to teach with technology (CEO Forum on Education and Technology, 2000). This paper...
Journal of Computers in Mathematics and Science Teaching Vol. 20, No. 3 (2001) pp. 265–292
This article presents a study designed to assess the impact of technology integration on teachers and students. To carry out the study, ALPINE, a web-based science project aimed at teaching students fundamental weather concepts, data gathering and...
Drawing on technology: An investigation of preservice teacher beliefs in the context of an introductory educational technology course
Computers & Education Vol. 62, No. 1 (March 2013) pp. 271–285
This study investigated entering preservice teachers' initial beliefs and ideas with regard to the role of technology in teaching and learning. It also examined specific technology-integrated pedagogical strategies and their potential to help...
Bridging the app gap: An examination of a professional development initiative on mobile learning in urban schools
Computers & Education Vol. 88, No. 1 (October 2015) pp. 1–14
In this study we present a professional development initiative aimed at helping urban teachers in low-income underserved schools in the U.S. learn how to utilize iPads (a representative mobile device) and educational apps (software programs that run ...
Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs
Journal of Science Teacher Education Vol. 27, No. 3 (2016) pp. 235–258
In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and...
Editorial - Developing Computationally Literate Teachers: Current Perspectives and Future Directions for Teacher Preparation in Computing Education
Journal of Technology and Teacher Education Vol. 26, No. 3 (July 2018) pp. 333–352
Since Wing (2006) advanced computational thinking (CT) as a way of introducing computer science (CS) ideas to all students, CS and CT education have experienced a resurgence across K-12 settings. This renewed interest is amplified by a number of...
Professional Development for Computer Science Education: Design and Outcomes from a Case Study Teacher
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1115–1123
As the role of technology in modern society increases, so too does the importance of computational thinking and computer science (CS) principles. To incorporate CS into K-12 curricula, teachers require training, continuing support, and access to...
WebNet World Conference on the WWW and Internet 2000 (2000) pp. 413–418
The increased attention on distance education has influenced many institutions to expand their physical boundaries and develop distance learning courses. This paper presents a hybrid course framework that seamlessly integrates a traditional course ...
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1628–1634
With the increased attention on teaching computer science, there has been a growing investment into professional development opportunities that prepare teachers to deliver computer science curricula Yet, little research exists on design features of...
New Content for New Times: Pre-Service Teachers’ Exploration of Computer Programming in Educational Technology Coursework
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1635–1642
This study investigates the development of computational thinking skills and knowledge in pre-service teachers after they were exposed to an educational technology course that incorporated engagement with visual-based programming. Quantitative data...
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...
Development, Implementation, and Outcomes of an Equitable Computer Science After-School Program: Findings from Middle-School Students
Journal of Research on Technology in Education Vol. 48, No. 2 (2016) pp. 84–104
Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 648–656
The field of computer science continues to lack diversity, which has led to new efforts toward increasing access to computer science among all students. In order to address the underrepresentation of minoritized youth in computer science, we...
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...
Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)
Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)
This study presents the design of an educational technology course for pre-service teachers specific to incorporating computational thinking in K-8 classroom settings. Subsequently, it examines how participation in the course influences pre-service...
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 ...
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...
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 ...