Search results for author:"William R Penuel"
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Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis
William R. Penuel
Journal of Research on Technology in Education Vol. 38, No. 3 (2006) pp. 329–348
There are now a large number of initiatives designed to make laptops with wireless connectivity available to all students in schools. This paper synthesizes findings from research and evaluation studies that analyzed implementation and effects of...
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Designing Handheld Software to Support Classroom Assessment: An Analysis of Conditions for Teacher Adoption
William R. Penuel; Louise Yarnall
Journal of Technology, Learning, and Assessment Vol. 3, No. 5 (February 2005)
Since 2002, Project WHIRL (Wireless Handhelds In Reflection on Learning) has investigated potential uses of handheld computers in K-12 science classrooms using a teacher-involved process of software development and field trials. Te project is a...
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Studying New Forms of Participation and Identity in Mathematics Classrooms with Integrated Communication and Representational Infrastructures
Stephen J. Hegedus; William R. Penuel
Educational Studies in Mathematics Vol. 68, No. 2 (June 2008) pp. 171–183
Wireless networks are fast becoming ubiquitous in all aspects of society and the world economy. We describe a method for studying the impacts of combining such technology with dynamic, representationally-rich mathematics software, particularly on...
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Using Handheld Computers to Support Improved Classroom Assessment in Science: Results from a Field Trial
Louise Yarnall; Nicole Shechtman; William R. Penuel
Journal of Science Education and Technology Vol. 15, No. 2 (April 2006) pp. 142–158
A variety of handheld applications and curricular materials have been developed to support inquiry science learning in recent years, but there are few handheld-supported assessment activities available to teachers. In Project WHIRL, researchers from ...
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The Networked Classroom
Jeremy Roschelle; William R. Penuel; Louis Abrahamson
Educational Leadership Vol. 61, No. 5 (Feb 01, 2004)
Classroom network requires every student to think actively, which enhances student participation in mathematics and science. Classroom-specific networks use software designed to enhance communication between teacher and students.
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Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science
William R. Penuel; Lawrence P. Gallagher
Journal of the Learning Sciences Vol. 18, No. 4 (2009) pp. 461–508
This study compared the efficacy of 3 approaches to professional development in middle school Earth science organized around the principles of Understanding by Design (Wiggins & McTighe, 1998) in a sample of 53 teachers from a large urban district....
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Build IT: Scaling and Sustaining an Afterschool Computer Science Program for Girls
Melissa Koch; Torie Gorges; William R. Penuel
Afterschool Matters Vol. 16 (2012) pp. 58–66
"Co-design"--including youth development staff along with curriculum designers--is the key to developing an effective program that is both scalable and sustainable. This article describes Build IT, a two-year afterschool and summer curriculum...
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The Multimedia Challenge
William R. Penuel; Barbara Means; Michael Simkins
Educational Leadership Vol. 58, No. 2 (2000) pp. 34–38
Teachers implementing a local history project in Belmont, California, had help from a federally funded technology innovation challenge grant: the Challenge 2000 Multimedia Project. Sponsored by a Silicon Valley school-business partnership, the...
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Web-based Student Assessment for Program Evaluation
Elaine B. Coleman; William R. Penuel
Journal of Science Education and Technology Vol. 9, No. 4 (2000) pp. 327–42
Uses a Web-based assessment environment to measure students' environmental awareness and data analyses skills as part of an evaluation of the Global Learning and Observation to Benefit the Environment (GLOBE) program. Analysis of student responses...
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Organizing for Teacher Agency in Curricular Co-Design
Samuel Severance; William R. Penuel; Tamara Sumner; Heather Leary
Journal of the Learning Sciences Vol. 25, No. 4 (2016) pp. 531–564
Cultural-historical activity theory (CHAT) approaches to intervention aim for transformative agency, that is, collective actions that expand and bring about new possibilities for activity. In this article, we draw on CHAT as a resource for...
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Design Decisions in Developing Learning Trajectories-Based Assessments in Mathematics: A Case Study
William R. Penuel; Jere Confrey; Alan Maloney; André A. Rupp
Journal of the Learning Sciences Vol. 23, No. 1 (2014) pp. 47–95
This article analyzes the design decisions of a team developing diagnostic assessments for a learning trajectory focused on rational number reasoning. The analysis focuses on the design rationale for key decisions about how to develop the cognitive...
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The Role of Research on Contexts of Teaching Practice in Informing the Design of Handheld Learning Technologies
William R. Penuel; Deborah G. Tatar; Jeremy Roschelle
Journal of Educational Computing Research Vol. 30, No. 4 (Apr 01, 2004) pp. 353–370
One definition of design is "creating something new that fits with reality" (Stults, 1985). This article describes a project in which the researchers started with the intuition that new handheld-based wireless technologies held the promise of...
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Teaching with Student Response Systems in Elementary and Secondary Education Settings: A Survey Study
William R. Penuel; Christy Kim Boscardin; Katherine Masyn; Valerie M. Crawford
Educational Technology Research and Development Vol. 55, No. 4 (August 2007) pp. 315–346
This study examined how 498 elementary and secondary educators use student response systems in their instruction. The teachers all completed an online questionnaire designed to learn about their goals for using response systems, the instructional...
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Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development
William R. Penuel; Min Sun; Kenneth A. Frank; H Alix Gallagher
American Journal of Education Vol. 119, No. 1 (November 2012) pp. 103–136
This article presents an analysis showing how collegial interactions can augment the mechanism of teachers' learning from professional development. The analysis relies on social network data and self-reports of writing instructional practices from...
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Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies
Heather Leary; Samuel Severance; William R. Penuel; David Quigley; Tamara Sumner; Holly Devaul
Journal of Science Teacher Education Vol. 27, No. 1 (2016) pp. 61–77
This paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research,...
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Focus, Fiddle, and Friends: Experiences that Transform Knowledge for the Implementation of Innovations
Kenneth A. Frank; Yong Zhao; William R. Penuel; Nicole Ellefson; Susan Porter
Sociology of Education Vol. 84, No. 2 (April 2011) pp. 137–156
Although knowledge has been linked to productivity within and between organizations, little is known about how knowledge flows into schools and then diffuses from teacher to teacher within schools. Here, the authors hypothesize that the value of...
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Handheld tools that 'Informate' Assessment of Student Learning in Science: A Requirements Analysis
Jeremy Roschelle; William R. Penuel; Louise Yarnall; Nicole Shechtman; Deborah Tatar
Journal of Computer Assisted Learning Vol. 21, No. 3 (June 2005) pp. 190–203
An important challenge faced by many teachers as they involve students in science investigations is measuring (assessing) students' progress. Our detailed requirements analysis in a particular school district led to the idea that what teachers need...