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Goldilocks And Journal Publication: Finding A Fit That's Just Right, Judi Harris, Teresa S. Foulger, Henk Huijser
Goldilocks And Journal Publication: Finding A Fit That's Just Right, Judi Harris, Teresa S. Foulger, Henk Huijser
Judith Harris
Getting your work published in journals in ways that will help to advance your scholarly record is a complex and multifaceted process. This article is written for early career researchers and graduate and postgraduate students, providing practical advice about what to consider when developing a research and publication profile and establishing yourself within a research community. It explains a range of criteria that are useful to consider when choosing the best journal “fit” for each publication and for your academic trajectory. We hope that considering the elements identified and explained in this article will help you to find a fit …
Topics And Sequences In Experienced Teachers’ Instructional Planning: Addressing A ~30-Year Literature Gap, Mark J. Hofer, Judith B. Harris
Topics And Sequences In Experienced Teachers’ Instructional Planning: Addressing A ~30-Year Literature Gap, Mark J. Hofer, Judith B. Harris
Judith Harris
Which topics were addressed, and in what sequence(s) did they appear, in experienced K-12 teachers’ instructional plans that incorporate students’ educational technology use? Eight volunteer classroom teachers with expertise in a broad variety of curricula and instructional levels participated in a university-sponsored professional learning program that helped them to explore ways to plan technology-enhanced, curriculum standards-specific lessons, units, and projects. Data were generated through individual participants’ think-aloud and group reflection audio recordings, plus follow-up interviews with two participants that occurred after the planned units were taught. Many individual differences in planning topics and sequences were noted when the data were …
Pck And Tpck/Tpack: More Than Etiology, Michael Phillips, Judith B. Harris
Pck And Tpck/Tpack: More Than Etiology, Michael Phillips, Judith B. Harris
Judith Harris
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. We suggest that TPACK is a special case of PCK that sits within the considerably broader knowledge base for teaching, basing this assertion upon Cox’s (2008) explanation of the differences between teachers’ PCK and TPACK. Following Cox, we argue that TPACK references only the specific nature of a teacher’s PCK when unfamiliar digital tools are considered and implemented for educational purposes. We …
If There’S Tpack, Is There Technological Pedagogical Reasoning And Action?, Judith B. Harris, Michael Phillips
If There’S Tpack, Is There Technological Pedagogical Reasoning And Action?, Judith B. Harris, Michael Phillips
Judith Harris
Substantial evidence from research done with both preservice and inservice teachers demonstrates that the nature of teachers' knowledge is expanded and changed when educational technologies are incorporated effectively into teaching. If teachers infuse use of digital tools and resources in their praxis — that is, if they use them to access and comprehend content and teaching materials, to facilitate students' learning, and/or to reflect upon their teaching and their students' learning — does this use of digital technologies also change the fundamental nature of their educational planning and decision-making? Several researchers have asserted that it does. In this critical literature …