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Journal of Educational Computing Research

2005 Volume 32, Number 2

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Table of Contents

Number of articles: 5

  1. Why Interactivity Works: Interactive Priming of Mental Rotation

    Glenn Gordon Smith & Sinan Olkun

    This study has important implications for microworlds such as Logo, HyperGami, and Newton's World, which use interaction to learn spatial mental models for science, math, geometry, etc. This study ... More

    pp. 93-111

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  2. What Happens when Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge

    Matthew J. Koehler & Punya Mishra

    We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in ... More

    pp. 131-152

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  3. The Score Comparability of Computerized and Paper-and-Pencil Formats for K-3 Reading Tests

    Mark Pomplun & Michael Custer

    This study investigated the equivalence of scores from computerized and paper-and-pencil formats of a series of K-3 reading screening tests. Concerns about score equivalence on the computerized... More

    pp. 153-166

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  4. Embedding E-Mail in Primary Schools: Developing a Tool for Collective Reflection

    Bregje de Vries, Hans van der Meig, Kerst TH. Boersma & Jules M. Pieters

    Reflection is an important aspect of learning in groups. In collective moments of reflection, learners can share and compare their ideas with others, and by doing so can reach an articulated and... More

    pp. 167-183

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  5. Changes in Reading Strategies as a Function of Reading Training: A Comparison of Live and Computerized Training

    Joseph P. Magliano, Stacey Todaro, Keith Millis, Katja Wiemer-Hastings, H Joyce Kim & Danielle S. McNamara

    The purpose of this study was to compare the relative effectiveness of live (SERT) and computer-based (iSTART) reading strategy training. Prior to and after training, participants read scientific... More

    pp. 185-208

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