Search results for author:"Michael Harris"
Total records matched: 24 Search took: 0.109 secs
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Online Writing Labs (OWLs): A taxonomy of options and issues
Muriel Harris; Michael Pemberton
Computers and Composition Vol. 12, No. 2 (1995) pp. 145–159
As increasing numbers of writing centers consider instituting Online Writing Labs (OWLs) as adjuncts to existing tutorial services, careful planning decisions must be made about the nature, purpose, and feasibility of online offerings. In this...
Language: English
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If There’s TPACK, is There Technological Pedagogical Reasoning and Action?
Judi Harris; Michael Phillips
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2051–2061
The notion of pedagogical content knowledge (PCK) was modified by multiple authors to become technological pedagogical content knowledge (TPCK or TPACK), spawning much active and dynamic scholarship since 2001. Currently, many researchers see TPCK...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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PCK and TPCK/TPACK: More than Etiology
Michael Phillips; Judi Harris
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2109–2116
In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated....
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Is the revolution now over, or has it just begun? A year of the internet in higher education
Michael H. Harris
Internet and Higher Education Vol. 1, No. 4 (1998) pp. 243–251
The author examines Nicolas Negroponte's contention that the IT revolution is over in the light of their experience with the first year of the "Internet and Higher Education". He concludes that the technical aspects of the IT revolution are indeed...
Language: English
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Barriers to the Reuse of Learning Objects
Michael Harris; Henric Beiers
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 482–489
Significant resources are used when creating digital content for teaching and learning. Encouraging the reuse of material rather than recreating similar content could lead to greater return on investment and an improvement in the quality of material....
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User-Centered Design as a Foundation for Effective Online Writing Instruction
Michael Greer; Heidi Skurat Harris
Computers and Composition Vol. 49, No. 1 (September 2018) pp. 14–24
The CCCC Position Statement of Principles and Example Effective Practices for Online Writing Instruction can be viewed as a set of principles for user-centered design in online writing classrooms. However, operationalizing the principles and...
Language: English
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Confronting Hypertext: exploring divergent responses to digital coursework
Pamela C. Harris; Michael H. Harris; Stan A. Hannah
Internet and Higher Education Vol. 1, No. 1 (1998) pp. 45–57
The “Confronting Hypertext” Project is a collaborative effort designed to systematically investigate learning outcomes using exclusively hypertext-based instruction delivered via the Internet. While many are developing digital coursework and...
Language: English
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Incorporating a Technology Component into Health Education Courses
Jean L. Harris; Michael J. Ludwig
Annual Meeting of the American Association of Health, Physical Education, Recreation, and Dance 1997 (1997)
This paper describes a preservice health education course for elementary educators that incorporated a technology component to help the students gain computer literacy. All students received instructional computer accounts and had access to a class...
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Item Analysis: A Short-Cut Statistic for Mastery Tests
Deborah J. Harris; Michael J. Subkoviak
Educational and Psychological Measurement Vol. 46, No. 3 (1986) pp. 495–507
This study examined three statistical methods for selecting items for mastery tests: (1) pretest-posttest; (2) latent trait; and (3) agreement statistics. The correlation between the latent trait method and agreement statistics, proposed here as an...
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Approaching the information superhighway: Internet collaboration among future writing teachers
Marion Harris Fey; Michael J. Sisson
Computers and Composition Vol. 13, No. 1 (1996) pp. 37–47
To assist future writing teachers during the pivotal period of student teaching, an asynchronous electronic seminar and support group was formed for students teaching in schools as much as 60 miles apart. Group discussions through a campus...
Language: English
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Technology Acceptance in an Academic Context: Faculty Acceptance of Online Education
Shanan G. Gibson; Michael L. Harris; Susan M. Colaric
Journal of Education for Business Vol. 83, No. 6 (2008) pp. 355–359
The authors surveyed faculty from a college of business and a college of education regarding their attitudes toward online education. Results of the survey were examined to determine the degree to which the technology acceptance model was able to...
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Incorporating Ethics and Social Responsibility in IS Education
Albert L. Harris; Michael Lang; Dave Yates; S E. Kruck
Journal of Information Systems Education Vol. 22, No. 3 (2011) pp. 183–189
This paper discusses the importance of ethics and social responsibility in information systems (IS) education. The many public scandals of corporate misconduct have increased the need for more emphasis to be placed on ethics and ethical issues in IS ...
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New Verse or the Same Old Chorus?: Looking Holistically at Distance Education Research
Nathaniel J. Bray; Michael S. Harris; Claire Major
Research in Higher Education Vol. 48, No. 7 (November 2007) pp. 889–908
While there continues to be a proliferation in the number of studies conducted on various aspects of distance education, we are often left with little understanding of the holistic planning and effects of it. This paper draws lessons learned from...
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Differential Effects of Marketing Messages in Online Advertising for an MBA Program
Michael Harris; Carolyn Musgrove; Kathryn Ernstberger; K. Cox; Pilsik Choi
International Journal of Technology and Educational Marketing Vol. 7, No. 1 (January 2017) pp. 15–25
As Business programs compete for prospective MBA students, they need to understand what messages capture the attention of these students, prompting them to seek additional information about the program. In light of new program options and the...
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Teaching Mixed-Mode: A Case Study in Remote Delivery of Computer Science in Africa
Sheila Howell; Michael Harris; Simon Wilkinson; Catherine Zuluaga; Paul Voutier
Educational Media International Vol. 41, No. 4 (Jan 01, 2004) pp. 297–306
In February 2003, RMIT University in Melbourne, Australia, commenced delivery of a Computer Science diploma and degree programme using mixed mode delivery to 250 university students in sub-Saharan Africa, through a World Bank funded project designed ...
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Part 1: The Past, Present, and Most importantly the Future of TPACK
Punya Mishra; Michael Phillips; Evrim Baran; Matthew Koehler; Judi Harris; Mia Williams
Society for Information Technology & Teacher Education International Conference 2024 (Mar 25, 2024) pp. 2443–2448
The Technological Pedagogical Content Knowledge (TPACK) framework has been instrumental in guiding educators and researchers in the effective integration of technology into teaching. As approach the release of the 3rd Edition of the TPACK Handbook,...
Topics: Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies, Technology Infusion Across Educator Preparation SIG
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Exploring Teachers' Use of Resources to Integrate Geography and History
Lauren McArthur Harris; Jennifer Palacios Wirz; Elizabeth R. Hinde; Michael Libbee
Journal of Geography Vol. 114, No. 4 (2015) pp. 158–167
This article describes the findings of a study involving a professional development program that prepared middle school teachers to integrate content on the earliest eras of world history and world geography. In particular, this study focused on...
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Part 2: The past, present, and most importantly the future of TPACK
Punya Mishra; Michael Phillips; Evrim Baran; Matthew Koehler; Judi Harris; Mia Williams
Society for Information Technology & Teacher Education International Conference 2024 (Mar 25, 2024) pp. 2191–2195
The Technological Pedagogical Content Knowledge (TPACK) framework has been instrumental in guiding educators and researchers in the effective integration of technology into teaching. As approach the release of the 3rd Edition of the TPACK Handbook,...
Topics: Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies, Technology Infusion Across Educator Preparation SIG
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Teaching Writing to Middle School Students: A National Survey
Steve Graham; Andrea Capizzi; Karen R. Harris; Michael Hebert; Paul Morphy
Reading and Writing: An Interdisciplinary Journal Vol. 27, No. 6 (July 2014) pp. 1015–1042
A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing...
Topics: Social Studies, Computers, Teaching Methods, Students
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Customizing Section 508 HHS Checklists to Evaluate Accessibility of Interactive Features in Online Courses
Ngoc Vo; Lauren Hamel; Yinning Zhang; Angela Brodsky; Angela Reid; Lucas Carr; Wesley Steverson; Michael Harris
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 88–101
This study aims at evaluating and distilling the US Department of Health & Human Services (HHS) Accessibility checklists into shorter, more applicable checklists that focus on the interactivity components in an online course A group of five...
Topics: Evaluation, Tools & Systems, Standards & Interoperability
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Neuroscience in Middle Schools: A Professional Development and Resource Program that Models Inquiry-Based Strategies and Engages Teachers in Classroom Implementation
Carrie MacNabb; Lee Schmitt; Michael Michlin; Ilene Harris; Larry Thomas; David Chittendon; Timothy J. Ebner; Janet M. Dubinsky
CBE - Life Sciences Education Vol. 5, No. 2 (2006) pp. 144–157
The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the...
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Profiles of Verbal Working Memory Growth Predict Speech and Language Development in Children with Cochlear Implants
William G. Kronenberger; David B. Pisoni; Michael S. Harris; Helena M. Hoen; Huiping Xu; Richard T. Miyamoto
Journal of Speech, Language, and Hearing Research Vol. 56, No. 3 (June 2013) pp. 805–825
Purpose: Verbal short-term memory (STM) and working memory (WM) skills predict speech and language outcomes in children with cochlear implants (CIs) even after conventional demographic, device, and medical factors are taken into account. However,...
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The Technological Pedagogical Content Knowledge (TPACK) Framework: Lineages of the First Ten Years of Research: Part 1
Aaron Kessler; Michael Phillips; Matthew Koehler; Punya Mishra; Joshua Rosenberg; Denise Schmidt-Crawford; Wei Wang; Judith Harris; Chrystalla Mouza; Daniel Mourlam; Aroutis Foster; Mamta Shah
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2376–2380
The purpose of this symposium is to provide the TPACK community with a snapshot of the first ten years of the TPACK framework with the hope that this comprehensive review will provide the researchers with an opportunity to reflect on the development ...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Practicing and prospective teachers’ pedagogical reasoning about using technology in their educational practice: Part 1
Joke Voogt; Michael Phillips; Ottavia Trevisan; Marina de Rossi; Anneke Smits; Henk La Roi; Roland Bruijn; Judi Harris; Mark Hofer; Petra Fisser
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 13–16
In 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means for teachers to continually professionalize and improve their teaching. This concept also helps us to understand why and how practicing and prospective ...
Topics: Pedagogical Content Knowledge (TPACK), Research & Evaluation, Technological