A qualitative study about the role of preservice teachers' beliefs in learning from literacy instruction video-cases.

Aman Yadav; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3427–3432

Beliefs about the nature of knowledge have been found to influence learning (Hofer & Pintrich, 1997; Schommer, 1990). This study investigated whether epistemological beliefs interact with the observations of preservice teachers regarding teaching...

Topics: Teachers, Instructional Design, Video

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 ...

Topics: Technological, Pedagogical Content Knowledge

Crowdfunding Education with DonorsChoose.org: All Things Equal?

Matthew Koehler; Michael Lachney

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 680–687

Crowdfunding approaches are often framed in democratizing and revolutionary terms by allowing anyone to use social media to facilitate the “crowd” to fund small but important projects. We explore if DonorsChoose, as the most prominent educational...

Topics: Equity & Social Justice, Research & Evaluation, Social Media

The Role of Epistemological Beliefs in Preservice Teachers’ Interpretation of Video Cases of Early-Grade Literacy Instruction

Aman Yadav; Matthew Koehler

Journal of Technology and Teacher Education Vol. 15, No. 3 (July 2007) pp. 335–361

This study investigated how preservice teachers' beliefs about the nature of knowledge influence how they learn from, and interact with, a case-based hypermedia system designed to highlight exemplary elementary literacy instruction. Specifically, we ...

Topics: Internet, Preservice Teacher Education, Video, Educational Technology, Multimedia, Elementary Education

What is Technological Pedagogical Content Knowledge (TPACK)?

Matthew Koehler; Punya Mishra

Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 60–70

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee...

Topics: Teaching Methods, Teachers, Educational Technology, Professional Development, Curriculum

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

Designing case-based hypermedia tools to help teachers understand children's mathematical development

Matthew John Koehler

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 ...

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 ...

Educational Technology by Design: Results from a Survey Assessing its Effectiveness

Punya Mishra; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1511–1517

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...

Topics: Faculty, Instructional Design

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

Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed

Judith Harris; Punya Mishra; Matthew Koehler

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,...

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...

The Educational Affordances of the Flash Mob: From Mobs to Smart Mobs

Andrea Zellner; Chris Sloan; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3042–3047

The flash mob, a phenomenon in which groups of people gather in a public space and perform a specific task, has gathered increasing amounts of attention both on the internet and in popular culture. This paper examines the educational affordances and ...

The Impact of Teachers’ Beliefs on Their Different Uses of Technology

Liu Haixia; Matthew Koehler; Lina Wang

Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1468–1477

This study explores how teachers' pedagogical beliefs and beliefs in students' readiness to use technology are related to their classroom uses of technology. The participants in this study were 202 foreign language teachers in China because these...

Topics: Research & Evaluation, International Education, Teaching and Learning with Emerging Technologies

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

Potential Applications of Sentiment Analysis in Educational Research and Practice – Is SITE the Friendliest Conference?

Matthew Koehler; Spencer Greenhalgh; Andrea Zellner

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1348–1354

Despite the widespread use of sentiment analysis by many disciplines, it has been a largely underused tool in educational contexts. The purpose of this paper is to explore some potential uses for sentiment analysis in educational settings and to...

Topics: Educational Technology, Technology Leadership, Technological, Pedagogical Content Knowledge (TPACK)

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

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...

Game-Based Learning of Physics Content: The Effectiveness of a Physics Game for Learning Basic Physics Concepts

Aroutis Foster; Matthew Koehler; Punyashloke Mishra

World Conference on Educational Media and Technology 2006 (June 2006) pp. 2119–2125

Games and simulations are changing the ways in which students learn today. However, much remains unknown about the effectiveness of games to learn specific subject matter. The aim of this study was to better understand the role that games can play...

Topics: Games

The Process of Learning in a Simulation Strategy Game: Disciplinary Knowledge Construction

Aroutis Foster; Punya Mishra; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1903–1910

Game-based learning is pervasive in education. There are claims about what students learn and the process by which they learn; however, notable researchers still question what is learned from games. Using a mixed-methods approach, this study...

Reconsidering the T and C in TPACK: Repurposing technologies for interdisciplinary knowledge

Kristen Kereluik; Punya Mishra; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3892–3899

This paper discusses the TPACK framework and offers a critique of its applicability to address the demands of teaching and learning in the 21st century. We propose a reframing of Content Knowledge (C) to address the increasingly salient role of...

Design Principles for Creating and Maintaining Immersive Experiences in Educational Games

Brian Arnold; Matthew Koehler; Spencer Greenhalgh

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 502–508

To maximize the learning possible from educational games, designers need to find better ways interest, engage, and immerse players. In this paper, we draw upon our experience and upon the rich traditions and research from film, storytelling and...

Topics: Games & Simulations, Distance/Flexible Education

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

Developing Technological Pedagogical Content Knowledge (TPCK) Through Teaching Online

Punya Mishra; Lisa Peruski; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2208–2213

Abstract: This is a cross-case analysis of three faculty members who designed and taught online classes for the first time. In a "learning technology by design" class, faculty and students cooperatively designed an online class that the faculty...

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

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

Taking Stock of TeachersPayTeachers.com: Analyzing Four Million Classroom Resources

Catharyn Shelton; Matthew Koehler; Jeffrey Carpenter; Spencer Greenhalgh

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1493–1498

TeachersPayTeachers.com (TpT) is a popular online educational marketplace where educators exchange classroom and instructional materials. Despite indications of significant use of TpT, the existing empirical research on the platform and its users is ...

Topics: Social Media

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

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

Boundary Crossings: An Activity Theoretical Analysis of Technology Diffusion in a Teacher Education Program

Lisa Peruski; Punya Mishra; Cheryl Rosaen; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1647–1653

Abstract: Technology diffusion refers to the process of spreading a program of technology use across/throughout an organization, program, etc. We used activity theory to frame the research design and analysis of a qualitative study with the goal of...

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...

Successful Teaching with Technology: The Complex Interplay of Content, Pedagogy, and Technology

Matthew Koehler; Punya Mishra; Kurnia Yahya; Aman Yadav

Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2347–2354

In this paper we introduce our model for faculty development and technology integration that focuses on the complex interplay between content, pedagogy and technology. We exemplify our pedagogic technique for faculty development (called learning by...

Topics: Educational Technology, Integration, Faculty

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

Synergy Education Press: Tools for Teachers' Professional Development

Jeffrey Horvath; Richard Lehrer; Matthew Koehler; Anthony Petrosino

International Conference on Mathematics / Science Education and Technology 2000 (2000) pp. 2–3

Synergy Education Press, Inc. is a small company whose aim is to provide high-quality research-based teacher professional development materials for elementary mathematics and science educators. We will provide packages of multimedia and text-based ...

Topics: Mathematics, Elementary Education, Educational Technology, Children, Professional Development

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

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...