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“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies
Judith Harris; Mark Hofer; Margaret Blanchard; Neal Grandgenett; Denise Schmidt; Marcela van Olphen; Carl Young
Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 573–605
Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum...
Mark Hofer; Judi Harris; Margaret Blanchard; Neal Grandgenett; Denise Schmidt; Marcela van Olphen; Carl Young
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4099–4102
During this first session in a two-part symposium, we will first introduce and explain the activity types approach to technology integration, demonstrating how it helps teachers to develop technology integration knowledge (specifically,...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3158–3165
The advent of an informationalist economy and network society fueled by recent advances in communication technology have challenged schools to help students develop the knowledge and skills required for 21st century life. This study examines how one ...
Comparison of Motivation Factors in the Participation of Networked Learning between American and Asian Students
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 2402–2409
This study examines the motivation factors among ESL students in Asia and K-12 students in the United States. Interestingly, there are more similarities than differences in the motivation factors in both groups of students. The main factors that...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3310–3319
This research explores how the use of student response systems (SRS) effects elementary and middle school students' engagement in and learning from classroom lessons. A pilot study, which compared third graders' engagement in lessons involving the...
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 3336–3343
This paper reports on preliminary findings from an ongoing study of teaching and learning in a ubiquitous computing classroom which employs multiple measures and mixed methods to document changes in teaching and learning therein. It particularly...
Technology and the Prospective Teacher: Exploring the Use of the TI-83 Handheld Devices in Social Studies Education
Contemporary Issues in Technology and Teacher Education Vol. 6, No. 1 (March 2006) pp. 99–119
Using technology to enhance student learning in social studies has become an important area for discussion and study within the field of social studies education. Handheld devices are one of the recently emerging technologies. This article describes ...
Topics: Research Methods, Inclusive Education, pre-service teacher education, research, Technology integration, teacher education, Integration, Social Studies, Preservice Teacher Education, Professional Development
Mark Hofer; Judi Harris; Margaret Blanchard; Neal Grandgenett; Denise Schmidt; Marcela van Olphen; Carl Young
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4103–4106
During this second session in a two-part symposium, we will first introduce and explain the activity types approach to technology integration, demonstrating how it helps teachers to develop technology integration knowledge (specifically,...
International Journal of Educational Telecommunications Vol. 3, No. 2 (1997) pp. 279–291
Education continues to move on-line through the World Wide Web. Classrooms of students and teachers are no longer restricted by time or distance. ClassNet (http://classnet.cc.iastate.edu/) is a tool which manages these virtual classrooms: It...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5054–5061
How might teachers’ knowledge of students’ specific learning needs and preferences be incorporated into their TPACK, and subsequently into their practice? How can this knowledge help teachers to select and employ particular technologies in specific...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1615–1623
This paper described a case study of informed educational technology design. The paper discussed how a conceptual guide for technology teacher experiences (Ottenbreit-Leftwich, Glazewski, & Newby, 2010) informed educational technology design in a...
Inquiry-Based Instruction Through Handheld-Based Science Activities: Preservice Teachers’ Attitude and Self-Efficacy
Journal of Technology and Teacher Education Vol. 14, No. 3 (July 2006) pp. 501–529
This study investigates conditions and factors that affect preservice teachers' decisions to use handheld computers in scientific investigations and explores aspects of student learning and classroom practices that would be affected by handheld-...
Topics: Technology integration, Integration, Educational Technology, Preservice Teacher Education, teacher preparation, Science, Science Education, computer mediated communication, Computer-supported collaborative learning, Inclusive Education
Society for Information Technology & Teacher Education International Conference 2003 (2003) p. 1572
Handhelds are becoming more commonplace in K-12 classrooms. This session provides attendees with practical examples of handheld use in K-12 classrooms in subject areas such as math, science, language arts, and social studies.
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 751–752
Handheld computers are showing up in classrooms across the country as school systems are searching for technology that is affordable, versatile, and portable. The Research Center for Educational Technology (RCET) at Kent State University has been...
Interpersonal Consulting Skills: Developing Effective Relationships with Online Faculty - A multiple case study
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2150–2158
Building a collaborative and trust-based relationship with online faculty and instructors is one of the most important attributes of effective Instructional Technology Consultants (ITC) in order to establish, maintain, and improve a successful...
Journal of Educational Computing Research Vol. 30, No. 4 (Apr 01, 2004) pp. 295–311
Handheld devices have the potential to make a large impact on K-12 educational settings, due to their relative low cost, high mobility, and interactive learning capabilities. This article, the outcome of a large-scale project examining the use of...
Teaching Advanced Operation of an iPod-Based Speech-Generating Device to Two Students with Autism Spectrum Disorders
Donna Achmadi; Debora M. Kagohara; Larah van der Meer; Mark F. O'Reilly; Giulio E. Lancioni; Dean Sutherland; Russell Lang; Peter B. Marschik; Vanessa A. Green; Jeff Sigafoos
Research in Autism Spectrum Disorders Vol. 6, No. 4 (2012) pp. 1258–1264
We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple ...
Colour as an Environmental Cue when Learning a Route in a Virtual Environment: Typical and Atypical Development
Research in Developmental Disabilities Vol. 33, No. 3 (2012) pp. 900–908
Typically developing (TD) 6-year-olds and 9-year-olds, and older children and adults with Williams syndrome (WS) navigated through brick-wall mazes in a virtual environment. Participants were shown a route through three mazes, each with 6 turns. In...
ReCALL Vol. 24, No. 3 (September 2012) pp. 322–338
What are the affordances of online gaming environments for second language learning and socialization? To answer this question, this qualitative study examines two college-age Spanish learners' experiences participating in the Spanish language...
A Further Comparison of Manual Signing, Picture Exchange, and Speech-Generating Devices as Communication Modes for Children with Autism Spectrum Disorders
Research in Autism Spectrum Disorders Vol. 6, No. 4 (2012) pp. 1247–1257
We compared acquisition of, and preference for, manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs) in four children with autism spectrum disorders (ASD). Intervention was introduced across participants in a non...
Ubiquitous Computing and Changing Pedagogical Possibilities: Representations, Conceptualizations and Uses of Knowledge
Journal of Educational Computing Research Vol. 36, No. 4 (2007) pp. 481–515
This article reports on preliminary findings from an ongoing study of teaching and learning in a ubiquitous computing classroom. The research employed mixed methods and multiple measures to document changes in teaching and learning that result when...
ClassNet: A potential computer-mediated communications learning tool in preservice teacher education?
(1997) pp. 1–117
This study investigates computer-mediated communications (CMC) in preservice teacher education. Three papers respectively examine current CMC uses and outcomes, describe a new CMC tool which may enhance future use, and present an evaluation of that...
Journal of Experimental Education Vol. 70, No. 3 (2002) pp. 215–39
Compared multimodal instruction with text and pictures with unimodal text-only instruction as 44 college students used a visual or textual manual to learn a complex software application. Results initially support dual coding theory and indicate that ...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1000–1004
Given the rapid growth of the e-learning market (Allen & Seaman, 2007/2009; Nagal, 2010), it is important for educational organizations to increasingly offer flexible delivery options in order to meet the varied needs of adult learners. To integrate ...
Debora M. Kagohara; Jeff Sigafoos; Donna Achmadi; Larah van der Meer; Mark F. O'Reilly; Giulio E. Lancioni
Research in Developmental Disabilities Vol. 32, No. 6 (2011) pp. 2987–2992
We evaluated an intervention procedure for teaching three students with developmental disabilities to independently operate a portable multimedia device (i.e., an iPod Touch[R]) to listen to music. The intervention procedure included the use of...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2457–2463
The successful design, development and delivery of high quality online education requires a coordinated agile effort from cross-functional teams of subject matter experts, instructional design consultants, and IT support professionals. To best...
Education and the Law Vol. 16, No. 4 (December 2004) pp. 217–248
"Sony Music v. Easyinternetcafe" has introduced a new facet to the debate concerning the copyright legality of peer-to-peer file transfer. The judgment and subsequent settlement has highlighted that companies offering services that are used to...
How Useful Are Landmarks when Learning a Route in a Virtual Environment? Evidence from Typical Development and Williams Syndrome
Journal of Experimental Child Psychology Vol. 111, No. 4 (April 2012) pp. 571–586
The ability to learn a route through a virtual environment was assessed in 19 older children and adults with Williams syndrome (WS) and 40 typically developing (TD) children aged 6-9 years. In addition to comparing route-learning ability across...
Computer-Mediated Communication in Preservice Teacher Education: Surveying Research, Identifying Problems, and Considering Needs
Journal of Computing in Teacher Education Vol. 14, No. 2 (1998) pp. 8–14
Examines computer-mediated communication (CMC) in preservice teacher education, documenting emerging problems and arising needs. After describing CMC and categorizing its utilization in preservice teacher education, the paper calls for creation of...
Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 977–981
Constructivist educators emphasize the process of thinking and learning. Bednar, Cunningham, Duffy and Perry (1992) state, “Constructivists focus on the process of knowledge construction and the development of reflexive awareness of that process” (p....
Teaching Functional Use of an iPod-Based Speech-Generating Device to Individuals with Developmental Disabilities
Larah van der Meer; Debora Kagohara; Donna Achmadi; Vanessa A. Green; Christina Herrington; Jeff Sigafoos; Mark F. O'Reilly; Giulio E. Lancioni; Russell Lang; Mandy Rispoli
Journal of Special Education Technology Vol. 26, No. 3 (2011) pp. 1–11
Anecdotal reports suggest that individuals with developmental disabilities who lack speech may be enabled to communicate through the use of a new iPod-based communication device. However, there appear to be limited empirical data demonstrating...
Technical Communication: Journal of the Society for Technical Communication Vol. 49, No. 3 (2002) pp. 330–39
Examines the effects of pictures (screen captures and input devices) on documentation for older novice computer users (aged 26 to 69 years). Argues that screen captures help reduce memory load and support visual scanning for older users. Finds no...
Career Development Quarterly Vol. 54, No. 1 (September 2005) pp. 77–85
The authors identify and discuss the main themes from the discourse on the internationalization of educational and vocational guidance at the 2004 "Symposium on International Perspectives on Career Development," co sponsored by the International...
Using iPods[R] and iPads[R] in Teaching Programs for Individuals with Developmental Disabilities: A Systematic Review
Debora M. Kagohara; Larah van der Meer; Sathiyaprakash Ramdoss; Mark F. O'Reilly; Giulio E. Lancioni; Tonya N. Davis; Mandy Rispoli; Russell Lang; Peter B. Marschik; Dean Sutherland; Vanessa A. Green; Jeff Sigafoos
Research in Developmental Disabilities Vol. 34, No. 1 (January 2013) pp. 147–156
We conducted a systematic review of studies that involved iPods[R], iPads[R], and related devices (e.g., iPhones[R]) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a)...
Information Processing & Management Vol. 29, No. 3 (1993) pp. 287–98
Discusses access to nontextual documents in large multimedia document bases. A hybrid information retrieval model, using queries in a hypertext environment for location of browsing areas, is presented; and two experiments using cluster-based...
Effects of a Self-Instruction Communication Skills Training on Skills, Self-Efficacy, Motivation, and Transfer
European Journal of Open, Distance and E-Learning Vol. 1 (2011)
This article describes a study on the effects of a self-instruction training programme in communication skills for psychology students at the Open University of the Netherlands in comparison to a fully supervised training. We expected both training...
Assessment of teacher competence using video portfolios: Reliability, construct validity, and consequential validity
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 6 (August 2011) pp. 1019–1028
The richness and complexity of video portfolios endanger both the reliability and validity of the assessment of teacher competencies. In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, ...
Computers & Education Vol. 70, No. 1 (January 2014) pp. 173–183
During scenario-based training, the scenario is dynamically adapted in real time to control the storyline and increase its effectiveness. A team of experienced staff members is required to manage and perform the adaptations. They manipulate the...
Kristina Moll; Franck Ramus; Jürgen Bartling; Jennifer Bruder; Sarah Kunze; Nina Neuhoff; Silke Streiftau; Heikki Lyytinen; Paavo H.T. Leppänen; Kaisa Lohvansuu; Dénes Tóth; Ferenc Honbolygó; Valéria Csépe; Caroline Bogliotti; Stéphanie Iannuzzi; Jean-François Démonet; Emilie Longeras; Sylviane Valdois; Florence George; Isabelle Soares-Boucaud; Marie-France Le Heuzey; Catherine Billard; Michael O'Donovan; Gary Hill; Julie Williams; Daniel Brandeis; Urs Maurer; Enrico Schulz; Sanne van der Mark; Bertram Müller-Myhsok; Gerd Schulte-Körne; Karin Landerl
Learning and Instruction Vol. 29, No. 1 (February 2014) pp. 65–77
This paper addresses the question whether the cognitive underpinnings of reading and spelling are universal or language/orthography-specific. We analyzed concurrent predictions of phonological processing (awareness and memory) and rapid automatized...
Educational impact of digital visualization tools on digital character production computer science courses
Educational impact of digital visualization tools on digital character production computer@science@courses (2009) pp. 1–93
Digital character production courses have traditionally been taught in art departments. The digital character production course at the University of Utah is centered, drawing uniformly from art and engineering disciplines. Its design has evolved to...
Social Education Vol. 77, No. 2 (2013) pp. 99–101
One of the challenges that social studies educators face daily is how to make student learning relevant. Digital technologies can play an important role by connecting what happens in the classroom to the world beyond. One way to do this is by...
"I Understood the Words but I Didn't Know What They Meant": Japanese Online MBA Students' Experiences of British Assessment Practices
Open Learning Vol. 31, No. 2 (2016) pp. 130–140
We report on a case study of high Japanese student failure rates in an online MBA programme. Drawing on interviews, and reviews of exam and assignment scripts we frame the problems faced by these students in terms of a "language as social...
Technology, Knowledge and Learning Vol. 20, No. 3 (2015) pp. 277–297
The need for science, technology, engineering, and mathematics majors for our future workforce is growing, yet fewer students are choosing to major in science, technology, engineering, and mathematics areas, and many are underprepared, in part...
Understanding Self-Assessment as an Informed Process: Residents' Use of External Information for Self-Assessment of Performance in Simulated Resuscitations
Advances in Health Sciences Education Vol. 18, No. 2 (May 2013) pp. 181–192
;Self-directed learning requires self-assessment of learning needs and performance, a complex process that requires collecting and interpreting data from various sources. Learners' approaches to self-assessment likely vary depending on the learner...