Designing Case-Based Hypermedia for Developing Understanding of Children's Mathematical Reasoning

Matthew J. Koehler

Cognition and Instruction Vol. 20, No. 2 (2002) pp. 151–95

Compared two types of case-based hypermedia for teachers' professional development: one in which cases are episodes of classroom teaching and learning, the other in which cases are narratives that structure the episodes. Comparison showed that while ...

Designing a Hypermedia Tool for Learning about Children's Mathematical Cognition

Matthew J. Koehler; Richard Lehrer

Journal of Educational Computing Research Vol. 18, No. 2 (1998) pp. 123–45

Describes the design of a hypermedia tool for helping preservice teachers learn about the growth and development of children's mathematical reasoning based on research in cognitive science, and discusses results of an experiment that used single...

What Happens when Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge

Matthew J. Koehler; Punya Mishra

Journal of Educational Computing Research Vol. 32, No. 2 (2005) pp. 131–152

We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data...

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Punya Mishra; Matthew J. Koehler

Teachers College Record Vol. 108, No. 6 (June 2006) pp. 1017–1054

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman's formulation of "pedagogical content...

Teachers Learning Technology by Design

Matthew J. Koehler; Punya Mishra

Journal of Computing in Teacher Education Vol. 21, No. 3 (2005) pp. 94–102

Although there has been much debate about "what" teachers need to know about technology, less attention has been paid to "how" they are supposed to learn it. Teacher preparation programs need to go beyond merely training teachers in how to use...

Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology

Punya Mishra; Matthew J. Koehler

Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2214–2226

We introduce Technological Pedagogical Content Knowledge (TPCK) as being essential for effective technology integration in teaching (Mishra & Koehler, 2006). We emphasize teacher knowledge for two reasons. First, because we view the teacher as an...

Putting the Instructor in Charge: Component Architecture and the Design of a Course Web Site.

Punyashloke Mishra; Matthew J. Koehler

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 68–69

This paper describes the "component architecture" of the web and how teachers can use various existing components of the web - plugins, websites, applets, web services etc., to develop complex applications with limited investment of resources....

Topics: Software

Cognitive outcomes from the Game-Design and Learning (GDL) after-school program

Mete Akcaoglu; Matthew J. Koehler

Computers & Education Vol. 75, No. 1 (June 2014) pp. 72–81

The Game-Design and Learning (GDL) initiative engages middle school students in the process of game-design in a variety of in-school, after-school, and summer camp settings. The goal of the GDL initiative is to leverage students' interests in games...

Language: English

The Development of the Motivation for Critical Reasoning in Online Discussions Inventory (MCRODI)

Tianyi Zhang; Matthew J. Koehler; Alexandru Spatariu

American Journal of Distance Education Vol. 23, No. 4 (2009) pp. 194–211

This study was conducted to develop an inventory that measures students' motivation to engage in critical reasoning in online discussions. Inventory items were developed based on theoretical frameworks and then tested on 168 participants. Using...

Tweeting in the Time of Terrorism: Who Participates in a French Hashtag-based Affinity Space, Where, and How?

Spencer P. Greenhalgh; Matthew J. Koehler

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 614–619

Twitter is increasingly seen as a valuable resource for teacher professional development, in part for its ability to facilitate affinity spaces (Gee, 2004) that are accessed through hashtags. However, while the affinity space is widely recognized as ...

Topics: New Possibilities with Information Technologies, International Education, Teaching and Learning with Emerging Technologies

Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

Joshua M. Rosenberg; Matthew J. Koehler

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...

Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology

Matthew J. Koehler; Punya Mishra; Kurnia Yahya

Computers & Education Vol. 49, No. 3 (November 2007) pp. 740–762

Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman’s [Schulman, L. S. (1987). Knowledge and teaching:...

Language: English

Examining the Alignment of Foreign Language Teachers’ Technology Use Intention and Actual Usage

Haixia Liu; Matthew J. Koehler; Lina Wang

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1938–1943

This study aims to examine the alignment of foreign language teachers’ intention to use technology with teachers’ use of technology within the Technology Acceptance Model (TAM) framework. Within this approach, technology use is examined in terms of...

Topics: faculty development, Teaching and Learning with Emerging Technologies

A Turn toward Specifying Validity Criteria in the Measurement of Technological Pedagogical Content Knowledge (TPACK)

Robert F. Cavanagh; Matthew J. Koehler

Journal of Research on Technology in Education Vol. 46, No. 2 (2013) pp. 129–148

The impetus for this paper stems from a concern about directions and progress in the measurement of the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration. In this paper, we develop the rationale for...

Elements of Case Design for Hypermedia Environments in Teacher Education

Richard Lehrer; Anthony J. Petrosino; Matthew J. Koehler

EdMedia + Innovate Learning 1999 (1999) pp. 1414–1415

Our interest in the design of cases is motivated by the need to develop tools for elementary teachers that will help them understand how students think about forms of mathematics typically unfamiliar to teachers, like geometry, space or measure. In...

Topics: Teachers, Instructional Design, Mathematics, Elementary Education, Multimedia

Comparing Role-playing Activities in Second Life and Face-to-Face Environments

Fei Gao; Jeongmin J. Noh; Matthew J. Koehler

Journal of Interactive Learning Research Vol. 20, No. 4 (October 2009) pp. 423–443

This study compared student performances in role-playing activities in both a face-to-face (FTF) environment and a virtual 3D environment, Second Life (SL). We found that students produced a similar amount of communication in the two environments,...

Topics: Information Communication Technologies, Human Computer Interaction, eLearning, Communication, Collaboration, Virtual Environments, Post Secondary Education

Use of a Case-Based Hypermedia Resource in an Early Literacy Coaching Intervention with Pre-Kindergarten Teachers

Douglas R. Powell; Karen E. Diamond; Matthew J. Koehler

Topics in Early Childhood Special Education Vol. 29, No. 4 (2010) pp. 239–249

Use of a case-based hypermedia resource (HR) was examined in a Web-based early literacy coaching intervention with pre-kindergarten teachers of at-risk children. Web usage logs, written records of coach feedback to teachers on their instruction, and ...

What Features We Like When We Like Educational Games

Spencer P. Greenhalgh; Matthew J. Koehler; Liz Owens Boltz

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 554–561

We examine the effect of three kinds of game features—mechanics, themes, and genres—on player enjoyment of educational games. Although games are often thought to be more enjoyable than other learning activities, there has been little research on how ...

Topics: Games & Simulations

Understanding affordances and challenges of three types of video for teacher professional development

Meilan Zhang; Mary Lundeberg; Matthew J. Koehler; Jan Eberhardt

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 2 (February 2011) pp. 454–462

Although researchers have reported positive effects on teacher learning from observing published video, teachers’ own video, and their colleagues’ video, very few professional development programs have integrated all three types of video to improve...

Language: English

What is video good for? Examining how media and story genre interact

Matthew J. Koehler; Aman Yadav; Michael Phillips; Sean Cavazos-Kottke

Journal of Educational Multimedia and Hypermedia Vol. 14, No. 3 (July 2005) pp. 249–272

Research suggests that that the educational value of a media format depends upon the ways in which its representational affordances interact with complex features of the learning environment, including learner characteristics, content domains,...

Topics: technology, Cognition, research, web-based learning, Multimedia, hypermedia, Educational multimedia, psychology, learning theory, Research Methods, Social Sciences

The Fun of its Parts: Design and Player Reception of Educational Board Games

Spencer P. Greenhalgh; Matthew J. Koehler; Liz Owens Boltz

Contemporary Issues in Technology and Teacher Education Vol. 19, No. 3 (September 2019) pp. 469–497

Although board, card, and other analog games can serve as useful educational technologies, little research exists to support teachers’ efforts in finding analog games that are pedagogically appropriate or likely to be well-received by their students....

Comparing Student Interactions in Second Life and Face-to-Face Role-playing Activities

Fei Gao; Jeong Min Noh; Matthew J. Koehler

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2033–2035

This study compared student performances in role-playing activities in both face-to-face environment and Second Life. It was found that students produced similar amount of communication in the two environments, but the communication styles were...

A Tweet by Any Other Frame: Three Approaches to Studying Educator Interactions on Twitter

K. Bret Staudt Willet; Matthew J. Koehler; Spencer P. Greenhalgh

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1823–1830

Every day, thousands of educators use Twitter to interact with each other. Yet, the research that examines these educator interactions on Twitter is nascent, in part because it is unclear how to theoretically conceptualize the nature of interactions ...

Topics: Teaching and Learning with Emerging Technologies

Avoiding Madness in our Methods: Considerations for Twitter Research in Teacher Education

Spencer P. Greenhalgh; Joshua M. Rosenberg; Matthew J. Koehler

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 ...

Topics: New Possibilities with Information Technologies, Teaching and Learning with Emerging Technologies

With a Little Help From Your Students: A New Model for Faculty Development and Online Course Design

Matthew J. Koehler; Punyashloke Mishra; Kathryn Hershey; Lisa Peruski

Journal of Technology and Teacher Education Vol. 12, No. 1 (2004) pp. 25–55

Institutions of higher education are faced with the challenge of developing faculty who are ready, willing, and able to teach online. Standard approaches towards faculty development often miss the dynamic and complex relationship between content,...

Topics: Faculty, Educational Technology

With a Little Help from Your Students: A New Model for Faculty Development and Online Course Design

Punya Mishra; Matthew J. Koehler; Kathryn Hershey; Lisa Peruski

Annual Meeting of the American Educational Research Association 2002 (April 2002)

Institutions of higher education must find ways to develop the expertise needed to teach in the online world. Rather than address the technology as a separate set of skills that can be addressed separately through workshops, this paper makes the...

Here We Are, Now Entertain Us! A Comparison of Educational and Non-Educational Board Games

Matthew J. Koehler; Spencer P. Greenhalgh; Liz Owens Boltz

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 567–572

One key promise of educational games is that they can tap into learning in a way that is fun and motivating to learners. In this paper, we explore the reality of these claims by examining existing data on 9343 games from BoardGameGeek.com. We...

Topics: Games & Simulations

Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development

Tom J. McConnell; Joyce M. Parker; Jan Eberhardt; Matthew J. Koehler; Mary A. Lundeberg

Journal of Science Education and Technology Vol. 22, No. 3 (June 2013) pp. 267–277

Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, ...

Editorial: Developing Technology Policies for Effective Classroom Practice

Glen Bull; John Park; Michael Searson; Ann Thompson; Punya Mishra; Matthew J. Koehler; Gerald Knezek

Contemporary Issues in Technology and Teacher Education Vol. 7, No. 3 (September 2007) pp. 129–139

Our goal in this editorial is to set the stage for interdisciplinary collaborations to tackle the wicked problem of technology integration in teaching. The CITE Journal is published by a coalition of teacher educator associations, the National...

Topics: Teachers, Multimedia, Preservice Teacher Education, Schools, Teaching Methods

The Habits of Mind Necessary to Generate New Ways of Teaching in a Career of Constant Change

Michael D. DeSchryver; Sean M. Leahy; Matthew J. Koehler; Leigh G. Wolf

TechTrends: Linking Research and Practice to Improve Learning Vol. 57, No. 3 (March 2013) pp. 40–46

In this paper we explore the philosophy, pedagogy and implementation of the third year course sequence in the M.A. in Educational Technology program at Michigan State University. We discuss how "little-r" revolutions in teaching and learning, i.e.,...

Strategies, Use, and Impact of Social Media for Supporting Teacher Community within Professional Development: The Case of one Urban STEM Program

Joshua M. Rosenberg; Spencer P. Greenhalgh; Leigh Graves Wolf; Matthew J. Koehler

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...

Results of an Experiment Evaluating the Use of Video Cases to Help Pre-Service Teachers Become Better Teachers of Literacy

Michael M. Phillips; Matthew J. Koehler; Gaoming Zhang; Aman Yadav; Cheryl Rosaen

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 585–592

In this paper, we describe a video- and case-based software designed to help pre-service teachers become skilled teachers of literacy, and how this software was used in one pre-service education course. We present the results of one evaluation study ...

Topics: Classrooms, Teachers, Literacy, Professional Development, Software

Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers

Denise A. Schmidt; Evrim Baran; Ann D. Thompson; Punya Mishra; Matthew J. Koehler; Tae S. Shin

Journal of Research on Technology in Education Vol. 42, No. 2 (2009) pp. 123–149

Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper...

An Investigation of State Educational Twitter Hashtags (SETHS) as Affinity Spaces

Joshua M. Rosenberg; Spencer P. Greenhalgh; Matthew J. Koehler; Erica R. Hamilton; Mete Akcaoglu

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...

Zen and the Art of Portfolio Maintenance: Best Practices in Course Design for Supporting Long-lasting Portfolios

Spencer P. Greenhalgh; Joshua M. Rosenberg; Andrea Zellner; Matthew J. Koehler

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

Tweet, and We Shall Find: Using Digital Methods to Locate Participants in Educational Hashtags

Spencer P. Greenhalgh; K. Bret Staudt Willet; Joshua M. Rosenberg; Matthew J. Koehler

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 "...

Introducing the First Hybrid Doctoral Program in Educational Technology

Matthew J. Koehler; Andrea L. Zellner; Cary J. Roseth; Robin K. Dickson; W Patrick Dickson; John Bell

TechTrends: Linking Research and Practice to Improve Learning Vol. 57, No. 3 (March 2013) pp. 47–53

In 2010 Michigan State University launched the first hybrid doctoral program in Educational Technology. This 5-year program blends face-to-face and online components to engage experienced, working education professionals in doctoral study. In this...

More Questions than Answers: Responding to the Reading and Mathematics Software Effectiveness Study

Kimberly M. Fitzer; Joseph R. Freidhoff; Anny Fritzen; Anne Heintz; Matthew J. Koehler; Punya Mishra; Jim Ratcliffe; Tianyi Zhang; Jinjie Zheng; Wenying Zhou

Contemporary Issues in Technology and Teacher Education Vol. 7, No. 2 (June 2007) pp. 1–6

There have been few large-scale empirical studies of the effectiveness of educational software in improving student learning, even though educational technology has become a ubiquitous tool for learning both in and out of the classroom. The recently ...

Topics: Teachers, Educational Technology, Software, Professional Development, Middle School Education

Guest Editorial: More Questions than Answers: Responding to the Reading and Mathematics Software Effectiveness Study

Kimberly M. Fitzer; Joseph R. Freidhoff; Anny Fritzen; Matthew J. Koehler; Punya Mishra; Jim Ratcliffe; Tianyi Zhang; Jinjie Zheng; Wenying Zhou

Contemporary Issues in Technology and Teacher Education Vol. 7, No. 2 (June 2007)

There have been few large-scale empirical studies of the effectiveness of educational software in improving student learning, even though educational technology has become a ubiquitous tool for learning both in and out of the classroom. The recently ...

Topics: Educational Technology, Teachers, Preservice Teacher Education, Teaching Methods, Research Methods