Journal of Educational Computing Research
2005 Volume 32, Number 2
Table of Contents
Number of articles: 5
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Why Interactivity Works: Interactive Priming of Mental Rotation
Glenn Gordon Smith & Sinan Olkun
This study has important implications for microworlds such as Logo, HyperGami, and Newton's World, which use interaction to learn spatial mental models for science, math, geometry, etc. This study ... More
pp. 93-111
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What Happens when Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
Matthew J. Koehler & Punya Mishra
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 ... More
pp. 131-152
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The Score Comparability of Computerized and Paper-and-Pencil Formats for K-3 Reading Tests
Mark Pomplun & Michael Custer
This study investigated the equivalence of scores from computerized and paper-and-pencil formats of a series of K-3 reading screening tests. Concerns about score equivalence on the computerized... More
pp. 153-166
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Embedding E-Mail in Primary Schools: Developing a Tool for Collective Reflection
Bregje de Vries, Hans van der Meig, Kerst TH. Boersma & Jules M. Pieters
Reflection is an important aspect of learning in groups. In collective moments of reflection, learners can share and compare their ideas with others, and by doing so can reach an articulated and... More
pp. 167-183
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Changes in Reading Strategies as a Function of Reading Training: A Comparison of Live and Computerized Training
Joseph P. Magliano, Stacey Todaro, Keith Millis, Katja Wiemer-Hastings, H Joyce Kim & Danielle S. McNamara
The purpose of this study was to compare the relative effectiveness of live (SERT) and computer-based (iSTART) reading strategy training. Prior to and after training, participants read scientific... More
pp. 185-208
