Search results for author:"Matthew Koehler"
Total records matched: 11 Search took: 0.194 secs
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Context and Technological Pedagogical Content Knowledge: A Content Analysis
Joshua Rosenberg; Matthew Koehler
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2626–2631
Context is an important part of technological pedagogical content knowledge (TPACK), but there is evidence teachers’ context has not been included in descriptions, explanations, or operationalizations of TPACK among publications that apply the TPACK ...
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Technological Pedagogical Content Knowledge (TPACK): Revision and Rethinking
Petra Fisser; Joshua Rosenberg; Jolene Teske; Matthew Koehler; Punya Mishra; Joke Voogt; Jo Tondeur; Johan van Braak; Judi Harris; Charoula Angeli; Nicos Valanides; Andri Christodoulou; Karin Forssell; Leanna Archambault; Vicky Smart; Glenn Finger; Denise Schmidt-Crawford; Shu-ju Diana Tai; Wei Wang; Mary Herring
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 907–911
The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators was critical to the development of the field of educational technology research and practice, but much has changed since its publication. The Handbook of Technological...
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A performance assessment of teachers’ TPACK using artifacts from digital portfolios
Joshua Rosenberg; Spencer Greenhalgh; Matthew Koehler
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3390–3397
Researchers have employed many different methods of measuring teachers’ Technological Pedagogical Content Knowledge (TPACK). Existing measures of TPACK have typically focused on teachers’ self-report of their understanding, and relatively few...
Topics: Technological, Pedagogical Content Knowledge (TPACK), Portfolios, Assessment
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What the Tech is Going on with Teachers? Digital Teaching Portfolios? Using the TPACK Framework to Analyze Teachers? Technological Understanding
Matthew Koehler; Spencer Greenhalgh; Joshua Rosenberg; Sarah Keenan
Journal of Technology and Teacher Education Vol. 25, No. 1 (January 2017) pp. 31–59
Despite the growing popularity of digital teaching portfolios, research has remained focused on outcomes associated with making digital teaching portfolios instead of examining the ways in which they can effectively assess what teachers know,...
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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 ...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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A Tale of Two Twitters: Synchronous and Asynchronous Use of the Same Hashtag
Joshua Rosenberg; Mete Akcaoglu; K. Bret Staudt Willet; Spencer Greenhalgh; Matthew Koehler
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 283–286
Communication in online settings can occur at the same time (synchronously) or at different times (asynchronously). A new form of online learning in which teachers communicate both at the same time and at different times is through social media...
Topics: Distance/Flexible Education
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Unpacking TPACK: reconsidering knowledge and context in teacher practice.
Michael Phillips; Matthew Koehler; Joshua Rosenberg; Benjamin Zunica
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2422–2429
Teacher knowledge has been a research focus for a number of decades and is a core of the TPACK framework and the PCK framework which preceded it. Despite the centrality of knowledge in both conceptualisations, it is difficult to find clear and...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Looking outside the circles: Considering the contexts influencing TPACK development and enactment
Michael Phillips; Matthew Koehler; Joshua Rosenberg
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3029–3036
Technological pedagogical content knowledge (TPACK) is a well-known theoretical framework that has reshaped contemporary understanding of the interplay between forms of knowledge required by expert teachers. This paper draws on recent thinking and...
Topics: Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies
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Examining Teachers’ Technology Use Through Digital Portfolios
Sarah Keenan; Joshua Rosenberg; Spencer Greenhalgh; Matthew Koehler
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1084–1091
Digital portfolios designed by educators have the potential to serve as assertions of technology knowledge (TK). This study describes and begins to evaluate a proposed method for assessing educators’ asserted TK through the platforms and artifacts...
Topics: Research & Evaluation
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State Educational Twitter Hashtags: An Introduction and Research Agenda
Joshua Rosenberg; Matthew Koehler; Mete Akcaoglu; Spencer Greenhalgh; Erica Hamilton
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 355–360
Affinity spaces refer to digital and geographical spaces in which learning can happen, and some of the largest affinity spaces dedicated to education are those that currently exist on Twitter. These spaces are public, largely unmoderated, and...
Topics: Distance/Flexible Education
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What Factors Matter for Engaging Others in an Educational Conversation on Twitter?
Matthew Koehler; Joshua Rosenberg
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2285–2291
Educator-driven professional learning communities are increasingly developing and thriving on social media platforms such as Twitter. Even though these communities are large and popular, very little is understood about how their users interact with...
Topics: Social Media