Search results for author:"Matthew Koehler"
Total records matched: 78 Search took: 0.218 secs
-
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 ...
-
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
-
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 ...
-
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
-
With a little help from your students: A new model for faculty development and online course design
Matthew Koehler; Kathryn Hershey; Lisa Peruski; Punya Mishra
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 688–692
We describe an approach to faculty development that brings together senior education faculty and graduate students to design online learning environments. This approach forces course designers to confront beliefs about what constitutes good teaching,...
Topics: Educational Technology, Faculty, Students
-
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
-
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 ...
-
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, ...
-
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...
-
The Hitchhiker's Guide to Hybrid and Online Doctoral Programs
Punya Mishra; Danah Henriksen; Matthew Koehler; Mike Spector; Andrea Zellner; Tandra Tyler-Wood; Lin Lin; Greg Jones; Robin Dickson; Patrick Dickson
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 802–809
Presenters in this symposium will describe examples of current online or “hybrid” PhD programs recently developed in two different universities. The symposium will broadly describe the programs’ characteristics, successes, and challenges, giving...
-
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 ...
-
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
-
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
-
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
-
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...
-
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...
-
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...
-
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
-
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
-
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
-
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
-
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
-
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...
-
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
-
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
-
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
-
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. 1477–1482
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
-
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...
-
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 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 ...
-
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
-
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