Search results for author:"Matthew Koehler"
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Designing case-based hypermedia tools to help teachers understand children's mathematical development
Designing case@-based@hypermedia tools to help teachers understand children's mathematical@development (1999) pp. 1–53
Despite the growing popularity of case-based hypermedia approaches, there seems to be little agreement about such fundamental issues as the nature, of a case or how to structure hypermedia cases for professional development. I examine two visions of ...
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 ...
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
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...
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...
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...
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...
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed
Journal of Research on Technology in Education Vol. 41, No. 4 (2009) pp. 393–416
In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content,...
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...
Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology
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:...
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...
A Turn toward Specifying Validity Criteria in the Measurement of Technological Pedagogical Content Knowledge (TPACK)
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...
Use of a Case-Based Hypermedia Resource in an Early Literacy Coaching Intervention with Pre-Kindergarten Teachers
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 ...
Understanding affordances and challenges of three types of video for teacher professional development
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...
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...
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.,...
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
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...
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...
Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development
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, ...
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 "...
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...