Search results for author:"Joshua M. Rosenberg"
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Journal of Research on Technology in Education Vol. 47, No. 3 (2015) pp. 186–210
Context is an important aspect of educational research and the technological pedagogical content knowledge (TPACK) framework, but is often missing from TPACK research, or its specific meaning is not clear. To provide a systematic and comprehensive...
E-Learning and Digital Media Vol. 13, No. 1 (2016) pp. 81–98
Twitter is increasingly accepted as an important educational technology and has been shown to serve a range of purposes. In fact, this variety suggests that Twitter has the potential to serve as a foundational technology: one capable of supporting...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1558–1561
Twitter is increasingly recognized as a site for both teacher education and teacher education research. Although using digital methods to study Twitter data has a number of advantages for teacher education scholars, there are also methodological and ...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2044–2049
Little is known about the use of Twitter throughout entire degree programs. Graduate degrees in education may be of particular interest for researchers because participants’ variety of roles (e.g., working as teachers while enrolled as students) may ...
The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for Its Use
TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 5 (2016) pp. 433–441
The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a four-level, taxonomy-based approach for selecting, using, and evaluating technology in K-12 settings (Puentedura 2006). Despite its increasing popularity among...
Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science
International Journal of Educational Research Vol. 87, No. 1 (2018) pp. 67–77
The purpose of this field experiment was to understand whether fifth and sixth-grade students were able to write about the usefulness and relevance of what they were learning in their science class through self-generated reflections and to examine...
Strategies, Use, and Impact of Social Media for Supporting Teacher Community within Professional Development: The Case of one Urban STEM Program
Journal of Computers in Mathematics and Science Teaching Vol. 36, No. 3 (September 2017) pp. 255–267
This paper examines the use of social media to foster community connections within the MSU Urban Science, Technology, Engineering, and Mathematics (STEM) program. We describe the strategies employed by the program and the technologies employed by...
E-Learning and Digital Media Vol. 13, No. 1 (2016) pp. 24–44
Affinity spaces are digital or physical spaces in which participants interact with one another around content of shared interest and through a common portal (or platform). Among teachers, some of the largest affinity spaces may be those organized...
TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 2 (2016) pp. 167–175
Social media provides a promising platform for members of informal and formal educational communities to build community, collaborate, and support institutional goals such as student recruitment. Despite burgeoning research on the educational uses...
Zen and the Art of Portfolio Maintenance: Best Practices in Course Design for Supporting Long-lasting Portfolios
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1755–1761
Teacher education courses that use portfolios can impact the ways in which teachers develop as professionals. Although the affordances of portfolios impact the professional development process of both pre-service and in-service teachers, courses...
Topics: Assessment and E-Folios
TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 5 (2018) pp. 501–508
Although researchers have discovered a great deal about who uses Twitter for educational purposes, "what" they post about, "when" they post and "why" they participate, there has so far been little work to explore "...