Teacher Knowledge of Educational Technology: A Study of Student Teacher/Mentor Teacher Pairs

Jon Margerum-Leys; Ronald W. Marx

Annual Meeting of the American Educational Research Association 2000 (April 2000)

This study examined how the teacher's role is dependent on what they know and how what they know is affected by how they learn, focusing on the acquisition of knowledge regarding educational technology by student teachers and their mentors. The...

The Nature and Sharing of Teacher Knowledge of Technology in a Student Teacher/Mentor Teacher Pair

Jon Margerum-Leys; Ronald W. Marx

Journal of Teacher Education Vol. 55, No. 5 (2004) pp. 421–437

This study had two purposes. The first was to explore teacher knowledge of educational technology through the lens of three components of Shulman's model of teachers' knowledge--content, pedagogical, and pedagogical content knowledge. A second...

Teacher Education Students' Beliefs about Technology

Jon Margerum-Leys; Ronald W. Marx

Annual Meeting of the American Educational Research Association 1999 (April 1999)

To gain the perspective of nine students currently being prepared to become teachers, this study used semi-structured interviews to examine their beliefs about computer-based educational technology. Areas for study included their views on the role...

Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs

Jon Margerum-Leys; Ronald W. Marx

Journal of Educational Computing Research Vol. 26, No. 4 (2002) pp. 427–62

Describes a study that explored the construct of teacher knowledge of educational technology based on Shulman's model of teachers' knowledge that included content knowledge, pedagogical knowledge, and pedagogical content knowledge; and investigated...

Using Innovative Learning Technologies to Promote Learning and Engagement in an Urban Science Classroom

Barbara Hug; Joseph S. Krajcik; Ronald W. Marx

Urban Education Vol. 40, No. 4 (July 2005) pp. 446–472

Recent reform movements within the United States have called for science for all and educational reforms to support this goal. In light of these reform movements and concerns regarding learning within urban schools, science educators and policy...

New technologies for teacher professional development

Ronald W. Marx; Phyllis C. Blumenfeld; Joseph S. Krajcik; Elliot Soloway

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 14, No. 1 (1998) pp. 33–52

This article describes the potential of new technologies for teacher professional development. The article examines literature on teacher knowledge and professional development and discusses how this literature can inform the design of three types...

Language: English

Creating a Framework for Research on Systemic Technology Innovations

Barry Fishman; Ronald W. Marx; Phyllis Blumenfeld; Joseph Krajcik; Elliot Soloway

Journal of the Learning Sciences Vol. 13, No. 1 (Jan 01, 2004) pp. 43–76

This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K-12 schools. We argue a key reason is that most design-based research does not explicitly address...

Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials

Katherine L. McNeill; David J. Lizotte; Joseph Krajcik; Ronald W. Marx

Journal of the Learning Sciences Vol. 15, No. 2 (2006) pp. 153–191

The purpose of this study was to determine whether providing students with continuous written instructional support or fading written instructional support (scaffolds) better prepares students to construct scientific explanations when they are no...

Linking teacher and student learning to improve professional development in systemic reform

Barry J Fishman; Ronald W Marx; Stephen Best; Revital T Tal

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 19, No. 6 (2003) pp. 643–658

Professional development is key to standards-based reform, yet there is little empirical evidence upon which to base decisions of design or implementation. This paper presents a model of teacher learning and an analytic framework linking...

Language: English

Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students

Joseph Krajcik; Phyllis C. Blumenfeld; Ronald W. Marx; Kristin M. Bass; Jennifer Fredricks; Elliot Soloway

Journal of the Learning Sciences Vol. 7, No. 3 (1998) pp. 313–50

Inquiry is an essential component of science learning. Eight case studies of students as they designed and carried out their own investigations during two projects showed that middle school students were thoughtful in designing investigations and...