Search results for author:"Ann Ooms"
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Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2262–2267
This paper proposes a professional learning model, content-focused technology inquiry groups, that is guided by a situative perspective on teacher learning. Longitudinal case study research will be reported, focusing on the participating teachers'...
Perceived Helpfulness and Amount of Use of Technology in Science and Mathematics Classes at Different Grade Levels
School Science and Mathematics Vol. 106, No. 3 (March 2006)
Use of technology in science and mathematics classes has been increasing, but there are differences in the amount of use of and students' perceptions of its helpfulness across grade levels and subject areas. Technology was reported as used only...
Educators' Perceptions, Attitudes and Practices: Blended Learning in Business and Management Education
Research in Learning Technology Vol. 19, No. 2 (July 2011) pp. 143–154
Adoption of blended learning is a complex process for higher education institutions and academic staff. Although the move towards blended learning is generally instigated at institutional level, factors determining its success and minimising...
Perceptions of Online Learning Quality Given Comfort with Technology, Motivation to Learn Technology Skills, Satisfaction, and Online Learning Experience
Annual Meeting of the American Educational Research Association 2005 (April 2005)
Online courses are appearing at a high rate, increasing the competitiveness of the distance learning market. Reluctance to invest in this area is due to cost and quality concerns. This study reports the findings of a survey of 700 professional and...
Association for Learning Technology Journal Vol. 16, No. 2 (June 2008) pp. 111–122
Introducing technology in higher education raises questions about staff roles and the organisation of development practices. This article presents the findings from a case study that was undertaken to evaluate the effectiveness of introducing three...
Journal of Educational Computing Research Vol. 32, No. 4 (2005) pp. 367–379
Guided by a situated learning framework, this research examines the nature of teachers' technology learning when participating in a content-focused technology inquiry group, the ways teachers integrate what they learn into content-specific student...