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Full-Text Articles in Education
A Virtual Internship To Prepare High School Students For Civic And Political Action, Jason A. Chen, Jeremy D. Stoddard
A Virtual Internship To Prepare High School Students For Civic And Political Action, Jason A. Chen, Jeremy D. Stoddard
School of Education Articles
We explored the impact of participating in a Virtual Internship (VI) computer-supported collaborative learning simulation, on high school students’ (n = 43) development of knowledge and skills for critiquing the political media with which they engage. Second, we evaluated the effect of this intervention on students’ self-efficacy for using specific media strategies to take political action. Finally, we explored the epistemic (knowledge-seeking) and non-epistemic aims that students set for themselves while participating within our VI, which was designed specifically to address students’ epistemic cognition. Analyses of both the quantitative and qualitative data revealed that students: (1) evinced gains in knowledge …
Kindling The Fire: Fueling Preservice Science Teachers' Interest To Teach In High-Needs Schools, Meredith W. Kier, Jason A. Chen
Kindling The Fire: Fueling Preservice Science Teachers' Interest To Teach In High-Needs Schools, Meredith W. Kier, Jason A. Chen
School of Education Articles
This study applies psychological models of interest and motivation (i.e., a model of interest‐development and self‐determination theory) to the experiences of six preservice science Noyce scholars who participated in a teacher preparation program. The National Science Foundation's Noyce grant aims to incentivize mathematics and science majors to teach in high‐needs school districts. Through this interview study, we sought to understand how Noyce scholars' pre‐existing interests and their experiences in the Noyce program interact to develop individual commitments to teach in high‐needs school settings. Case studies reveal that scholars had no prior experiences in high‐needs schools, abstract ideas about teachers, students, …
Technology-Rich Activities: One Type Does Not Motivate All, Jason A. Chen, Jon R. Star, Chris Dede, M. Shane Tutwiler
Technology-Rich Activities: One Type Does Not Motivate All, Jason A. Chen, Jon R. Star, Chris Dede, M. Shane Tutwiler
School of Education Articles
We report on data collected at three time points during a four-day intervention designed to explore the value added of technology-rich activities within an inquiry mathematics curriculum. Two of the activities were computer-based, whereas the third involved a professionally created movie. Using latent profile analysis we explored (a) the profiles of experiences (indicated by self-reports of immersion, interest, usefulness, and relatedness of the technology activity) that students in Grades 5–8 (n = 7774) reported regarding their participation in one of three different activities; (b) the motivational and achievement outcomes in mathematics that were evident by being a member of one …
"Tpack Stories": Schools And School Districts Repurposing A Theoretical Construct For Technology-Related Professional Development, Judi Harris, Mark J. Hofer
"Tpack Stories": Schools And School Districts Repurposing A Theoretical Construct For Technology-Related Professional Development, Judi Harris, Mark J. Hofer
School of Education Articles
TPACK (Koelhler & Mishra, 2008), a theoretical construct that describes the knowledge that teachers use to teach with digital tools and resources, has flourished in university-‐based teacher education and research. Increasingly, K-‐12 schools and districts have also appropriated TPACK in their professional development efforts. This study of seven schools and districts explored how the TPACK construct was understood and used in these K-12 organizations. Study results revealed the importance of context and professional culture in appropriating the construct; the use of TPACK as a way to connect disparate professional development initiatives; TPACK conceptualized as applied knowledge; and how educational leaders’ …
Differentiating Tpack-Based Learning Materials For Preservice And Inservice Teachers, Judi Harris, Mark J. Hofer
Differentiating Tpack-Based Learning Materials For Preservice And Inservice Teachers, Judi Harris, Mark J. Hofer
School of Education Articles
Teacher educators have long noted differences between preservice and inservice teachers’ knowledge, practice, and professional learning. A small number of studies have compared novice and experienced teachers’ technology integration knowledge, attitudes, and intentions, with mixed results. Most TPACK research has examined preservice and inservice teachers separately. How should TPACK development be differentiated for preservice and inservice teachers? We sought experienced teachers’ perceptions and recommendations about how an online short course that was developed for novice teachers should be changed so that it can facilitate experienced teachers’ professional learning. Data generated and analyzed were focus group interviews, demographics, and written suggestions …
Planning For Deep Learning Using Tpack-Learning Activity Types, Judi Harris, Mark J. Hofer
Planning For Deep Learning Using Tpack-Learning Activity Types, Judi Harris, Mark J. Hofer
School of Education Articles
Teaching for students’ deep learning, while rooted in venerable 20th-century educational research and theory contributed by Vygotsky, Dewey, and others, is taking on a new urgency as heretofore theoretical depictions of 21st-century learning are being operationalized in K-12 classrooms. What is the nature of deep learning? What are the pedagogical roles and practices that encourage it? How can we help teachers to plan learning experiences for and with their students that encourage and support deep learning, incorporating the use of digital tools and resources in maximally effective ways? This chapter uses extant literature on deep learning, teaching for deep learning, …
Incorporating Knowledge Of Students Systematically Into Tpack-Based Instruction: An Illustration, Judi Harris, Marcela Van Olphen, Mark J. Hofer
Incorporating Knowledge Of Students Systematically Into Tpack-Based Instruction: An Illustration, Judi Harris, Marcela Van Olphen, Mark J. Hofer
School of Education Articles
How might teachers’ knowledge of students’ specific learning needs and preferences be incorporated into their TPACK, and subsequently into their practice? How can this knowledge help teachers to select and employ particular technologies in specific ways that can accommodate students’ differing learning requirements? Building upon previous work that supports teachers’ TPACK-based instructional planning with taxonomies of learning activity types in nine different curriculum areas, we developed a taxonomy of teaching strategies, each supported by recommended digital technologies, that are specific to particular learners’ needs. In this first TPACK-based teaching strategies taxonomy, the needs of English Language Learners (ELLs) are addressed. …
"Grounded" Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judi Harris, Mark J. Hofer, Denise A. Schmidt, Margaret Blanchard, Carl Y. Young, Neal Grandgenett, Marcela Van Olphen
"Grounded" Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judi Harris, Mark J. Hofer, Denise A. Schmidt, Margaret Blanchard, Carl Y. Young, Neal Grandgenett, Marcela Van Olphen
School of Education Articles
Technological pedagogical content knowledge (tpck or tpack) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including tpack) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed activity type …
One Size Doesn't Fit All: Customizing Educational Technology Professional Development (Part One: Choosing Etpd Goals), Judi Harris
One Size Doesn't Fit All: Customizing Educational Technology Professional Development (Part One: Choosing Etpd Goals), Judi Harris
School of Education Articles
Part one: Choosing ETPD (Educational technology professional development) Goals. This article reviews the range of ETPD session and program goals. Now more than ever, education leaders must focus strategically on ETPD for teachers. In part two, we will present and explain ETPD models, tn future articles, we will address how to combine goais and models to fit particular teachers' characteristics, then assess the efficacy of those designs,
Teachers' Authentic E-Learning, Judi Harris, Neal Grandgenett
Teachers' Authentic E-Learning, Judi Harris, Neal Grandgenett
School of Education Articles
If professional development is understood to be teachers’professional learning, then authentic professional development occurs when we actively learn—and reflect on that learning, both individually and collaboratively—as we teach. What might characterize authentic learning for teachers—especially as it applies to using Internet tools and resources in the classroom? A series of research studies we have been doing provides some interesting insights into and potential answers to this question.
It's A Simple Idea, But It's Not Easy To Do: Practical Lessons In Telementoring, Judi Harris, Ellen O'Bryan, Lena Rotenberg
It's A Simple Idea, But It's Not Easy To Do: Practical Lessons In Telementoring, Judi Harris, Ellen O'Bryan, Lena Rotenberg
School of Education Articles
There are now more than 42 million people worldwide with access to global electronic mail. Many of these millions are subject matter specialists whose knowledge encompasses a wide spectrum of expertise. What if “matches” could be made so that volunteers from among this group could communicate directly with K-12 students and teachers who are studying about these experts'specialties? This article discusses lessons learned from The Electronic Emissary Project, an internet-based interpersonal resource that matches teachers to experts in different disciplines.
Online Mentoring: A Success Story, Barbara Sanchez, Judi Harris
Online Mentoring: A Success Story, Barbara Sanchez, Judi Harris
School of Education Articles
Since February 1993, the Internet-based Electronic Emissary Project has been helping teachers locate other Internet account holders who are subject matter experts ("SMEs") in different disciplines, for the purpose of setting up curriculum-based, electronic exchanges among experts,students and teachers. The Electronic Emissary "matches" K-12 teachers and students with professional partners elsewhere in the world, helping them to explore new ways of experiencing collaborative learning in computer-mediated contexts. We would like to share with you some of what we have learned about how to conduct successful, curriculum-based electronic mail exchanges, using one long-term exchange as an example.