Using Computers in an Information Age Classroom: What Teachers Need to Know

Dale S. Niederhauser

NASSP Bulletin Vol. 80, No. 582 (1996) pp. 71–80

Teachers need training and support to revise their instructional practices to address the Information Society's needs. Districts must commit substantial resources to help teachers gain necessary skills and understanding. Considerable expertise is...

INFORMATION AGE L ITERACY: PREPARING EDUCATORS FOR THE 21ST CENTURY

Dale S. Niederhauser

Society for Information Technology & Teacher Education International Conference 1996 (1996) pp. 447–450

Not available.

Validation of the Intrapersonal Technology Integration Scale: Assessing the Influence of Intrapersonal Factors that Influence Technology Integration

Dale S. Niederhauser; Serkan Perkmen

Computers in the Schools Vol. 25, No. 1 (July 2008) pp. 98–111

Teachers' beliefs about their self-efficacy for integrating technology, their outcome expectations for integrating technology, and their interest in using technology to support student learning influence their intentions for incorporating technology ...

Learner Variables Associated with Reading and Learning in a Hypertext Environment

Dale S. Niederhauser; Amy Shapiro

Annual Meeting of the American Educational Research Association 2003 (2003)

While many elements like character decoding, word recognition, comprehension, and others remain the same as in learning from traditional text, when learning from hypertext, a number of features that are unique to reading hypertext produce added...

TE C H N O L O G Y DI F F U S I ON

Dale S. Niederhauser; Neal Studler

Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 2066–2067

T E C H N O LO G Y DI F F U S I O N

Neal Strudler; Dale S. Niederhauser

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2647–2648

Everett Rogers (1995), in his renowned book, The Diffusion of Innovations, established a framework that helps us understand the complex process by which new ideas and practices are adopted by individuals and organizations. Simply stated, an...

Teachers' Perspectives on Computer-Assisted Instruction: Transmission versus Construction of Knowledge

Dale S. Niederhauser; Trish Stoddart

Annual Meeting of the American Educational Research Association 1994 (April 1995)

This study was conducted to examine how teachers' beliefs about computer-assisted instruction (CAI) relate to the types of instructional software they use with students, the types of computer related activities they provide for their students,...

Teachers’ instructional perspectives and use of educational software

Dale S. Niederhauser; Trish Stoddart

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 17, No. 1 (2001) pp. 15–31

It has been argued that technology will promote the use of constructivist approaches to teaching and learning advocated by the current reform movement. Yet computer technology, in and of itself, does not embody a single pedagogical orientation....

Addressing the Nets for Students through Constructivist Technology Use in K-12 Classrooms

Dale S. Niederhauser; Denise L. Lindstrom

Journal of Educational Computing Research Vol. 34, No. 1 (2006) pp. 91–128

The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they...

Expectations and Development of a First-year Technology Teacher

Jon M. Clausen; Dale S. Niederhauser

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1704–1706

The purpose of this paper is to examine how a first year technology teacher has managed the transition from her pre-service preparation program to her own classroom in a small rural middle school. The teacher was hired as a "technology teacher" who...

Topics: Integration, Teachers, Curriculum, Classrooms, Middle School Education

A Multilevel System of Quality Technology-Enhanced Learning and Teaching Indicators

Nancy Law; Dale S. Niederhauser; Rhonda Christensen; Linda Shear

Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 72–83

In this paper we elaborate and extend the work of the EDUsummIT 2015 Thematic Working Group 7 (TWG7) by proposing a set of indicators on quality Technology-Enhanced Learning and Teaching (TEL&T). These indicators are intended as one component of ...

Using Cluster Analysis for Data Mining in Educational Technology Research

Pavlo D. Antonenko; Serkan Toy; Dale S. Niederhauser

Educational Technology Research and Development Vol. 60, No. 3 (June 2012) pp. 383–398

Cluster analysis is a group of statistical methods that has great potential for analyzing the vast amounts of web server-log data to understand student learning from hyperlinked information resources. In this methodological paper we provide an...

Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education

Dale S. Niederhauser; Denise L. Lindstrom; Johannes Strobel

Journal of Technology and Teacher Education Vol. 15, No. 4 (October 2007) pp. 483–512

The National Educational Technology Standards for Students (NETS*S) were developed to provide guidelines for effective and meaningful technology use with K-12 students. In the present study we used the NETS*S as a framework to analyze ways that...

Topics: Classrooms, Computers, Educational Technology, Standards, Preservice Teacher Education

Learning About Learning in an Introductory Educational Computing Course

Dale S. Niederhauser; Donna J. Salmen; Matt Fields

Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 244–247

Current trends in education reflect a shift from traditional didactic pedagogy toward student-centered constructivist instructional practices. These trends are evident in increased attention to constructivist learning theory and teaching methods in...

From Manuscript to Article: Publishing Educational Technology Research

Dale S. Niederhauser; Keith Wetzel; Denise L. Lindstrom

Contemporary Issues in Technology and Teacher Education Vol. 4, No. 2 (2004) pp. 89–136

The publishing process is often challenging for new educational technology scholars. This article provides insights into the publication process to help them understand and to increase the chances that their work will be accepted for publication in...

Topics: Educational Technology, Elementary Education, Professional Development, Information Communication Technologies, Learning Disabilities

From Manuscript to Article: Publishing Educational Technology Research

Dale S. Niederhauser; Keith Wetzel; Denise L. Lindstrom

Journal of Technology and Teacher Education Vol. 13, No. 4 (October 2005) pp. 655–692

The publishing process is often challenging for new educational technology scholars. This article provides insights into the publication process to help them understand and to increase the chances that their work will be accepted for publication ...

Topics: Collaboration, Professional Development, Educational Technology, Training, Information Communication Technologies, Research Methods

Exploring Teaching, Learning, and Instructional Reform in an Introductory Technology Course

Dale S. Niederhauser; Donna J. Salem; Matt Fields

Journal of Technology and Teacher Education Vol. 7, No. 2 (1999) pp. 153–172

The typical introduction to technology course focuses on helping preservice teachers develop skills for using technology and integrating it into their practice (Downs, 1992; McKenzie, 1994; Niess, 1991; Raiford & Braulick, 1995). Current national...

Topics: Instructional Design, Educational Technology, Preservice Teacher Education, Physical Education, Physical Environments

Sustainability and Scalability in Educational Technology Initiatives: Research-Informed Practice

Dale S. Niederhauser; Sarah K. Howard; Joke Voogt; Douglas D. Agyei; Therese Laferriere; Jo Tondeur; Margaret J. Cox

Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 507–523

Although a positive impact of technology interventions on educational practice and student outcomes has been shown in many previous research settings, the use of technology in classrooms and schools is still often superficial and not meeting the...