Search results for author:"Henry Gillow Wiles"
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35th Anniversary - SITE 2024 Attendees: if you are looking for papers from this conference, please use this special attendee-only 35th Anniversary - SITE 2024 search
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Expanding teachers\u2019 technological pedagogical reasoning with a systems pedagogical approach
Margaret Niess; Henry Gillow-Wiles
Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)
A systems approach provides insight for expanding teachers\u2019 pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. An online learning trajectory supports the integration of a systems...
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Development of Social Presence in an Online Masters Degree Program: Engaging a Workbench Dialectic Inquiry Model
Henry Gillow-Wiles; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2327–2335
This cross-case descriptive study suggests a model for designing online courses that supports the development and growth of communities of inquiry. Borrowing from the world of science research literature, a workbench dialectic inquiry model was...
Topics: New Possibilities with Information Technologies, Graduate Education & Faculty Development, Technological, Pedagogical Content Knowledge (TPACK)
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Blending Pedagogical Examinations and Discourse with Teachers’ Practical Experiences for TPACK Transformation
Margaret Niess; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2989–2995
To assist in-service teachers in integrating technologies as mathematics learning tools, different course designs frame the relationship among the content, pedagogy, and technology. This study examined the influence of an online course on teachers’...
Topics: mathematics education, Digital Storytelling/Video, Technological, Pedagogical Content Knowledge (TPACK)
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Re-characterizing Learner Engagement with Technology in an Online Mathematics Education MS Program
Henry Gillow-Wiles; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1–8
Teaching and learning in a technology rich context challenge established thinking about students’ engagement in their learning. This descriptive, cross-case study combines current literature with the authors’ past research to develop a...
Topics: mathematics education
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Engaging Google Docs in Support of an Online Collaborative, Community of Learners Instructional Strategy
Henry Gillow-Wiles; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3176–3183
Situating teaching and learning in an online context presents challenges for instructors in creating educational experiences where students are supported in collaboratively engaging in a community of learners. This descriptive multiple case study...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Transforming Teachers’ Knowledge Focused on Student Thinking with Technologies Using a Learning Trajectory Instructional Approach
Margaret Niess; Henry Gillow-Wiles
Journal of Technology and Teacher Education Vol. 22, No. 4 (October 2014) pp. 497–520
This study examined the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers’ technological pedagogical content knowledge (TPACK). The study provides a rich description of how a...
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TPACK Development in a Three-year Online Masters Program: How Do Teacher Perceptions Align with Classroom Practice?
Nancy Staus; Henry Gillow-Wiles; Margaret Niess
Journal of Technology and Teacher Education Vol. 22, No. 3 (July 2014) pp. 333–360
A new primarily distance education Master's degree program was focused on the development of technological pedagogical content knowledge (TPACK) for integrating appropriate digital technologies in mathematics and science classes. In this mixed...
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Knowledge-of-Practice for Teaching with Technologies: Pedagogically-focused Experiences and Reflections
Margaret Niess; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2589–2597
Different course designs frame the relationship among content, pedagogy, and technology when preparing in-service teachers for teaching with technologies. This study compared how different approaches were reflected in teachers’ actions as they...
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A Systems Approach for Integrating Multiple Technologies as Important Pedagogical Tools for TPACK
Henry Gillow-Wiles; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2501–2508
Teacher preparation programs as well as continuing professional education programs recognize the importance of preparing teachers to teach with technology. However, all too often these programs offer a single course, focusing on manipulating...
Topics: Information Technology Education, Technological, Pedagogical Content Knowledge, Technology Leadership
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Developing Asynchronous Online Courses: Key Instructional Strategies in a Social Metacognitive Constructivist Learning Trajectory
Margaret Niess; Henry Gillow-Wiles
The Journal of Distance Education / Revue de l'ducation Distance Vol. 27, No. 1 (Sep 11, 2013)
This qualitative, design-based research effort describes an empirically supported proposal for a comprehensive set of best instructional practices immersed in a learning trajectory, outlining the tools, processes and the content development for...
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Developing Asynchronous Online Courses: Key Instructional Strategies in a Social Metacognitive Constructivist Learning Trajectory
Margaret Niess; Henry Gillow-Wiles
The Journal of Distance Education / Revue de l'ducation Distance Vol. 27, No. 1 (Sep 11, 2013)
This qualitative, design-based research study resulted in a proposal for a comprehensive set of best instructional practices immersed in a learning trajectory, outlining the tools, processes and the content development for online asynchronous, text...
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Advancing K-8 Teachers’ STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies
Margaret Niess; Henry Gillow-Wiles
Journal of Computers in Mathematics and Science Teaching Vol. 32, No. 2 (April 2013) pp. 219–245
** Invited as a paper from SITE 2011 ** This primarily online Master's degree program focused on advancing K-8 teachers’ interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning...
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Learning Trajectory for Transforming Teachers’ Knowledge for Teaching Mathematics and Science with Digital Image and Video Technologies
Margaret Niess; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 864–871
This multiple case descriptive study examines the influence of a learning trajectory designed toward developing teachers’ technological pedagogical content knowledge (TPACK) for teaching with digital image and video technologies. The researcher...
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Using Multiple Digital Technologies in an Online MS Program to Develop TPACK
Henry Gillow-Wiles; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3892–3899
Technological pedagogical content knowledge (TPACK) is a critical knowledge set teachers rely on to create learning experiences where students use technology in developing higher order thinking and deep cognitive understanding. Technology is seldom...
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Key Instructional Strategies in Support of a Community of Learners in an Online Master’s Program Directed Toward Developing Technological Pedagogical Content Knowledge
Margaret Niess; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 713–720
This qualitative, design-based research examined the instructional strategies designed to engage a virtual community of learners in an online Master’s degree course focused on developing teachers’ technological pedagogical content knowledge (TPACK)...
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Engagement in a Community of Learners as a Mediating Agent Toward the Construction of Technological Pedagogical Content Knowledge (TPACK) in an Online Master's Program
Henry Gillow-Wiles
(2012) pp. 1–163
This study investigates how teachers develop and extend their understanding and knowledge of teaching and learning with digital technologies in a primarily online Master of Science program. The investigation focuses on exploring the relationship...
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Global Positioning Systems (GPS), Motion Detectors and Spreadsheets Enhance K-8 Teachers’ Mathematics Proficiency in the Context of Mathematical Functions
Margaret Niess; Nancy Staus; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4025–4032
This case study, interpretive research exposed the effects of learning about mathematical functions through explorations with Global Position Systems (GPS), motion detectors, spreadsheets and descriptions in a documentary website have on enhancing...
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Advancing K-8 Teachers’ STEM Education for Teaching Interdisciplinary Science and Mathematics Teaching With Technologies
Margaret Niess; Emily van Zee; Henry Gillow-Wiles; Nancy Staus
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4017–4024
This primarily online Master's degree program focused on advancing K-8 teachers’ interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method,...
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Probeware and Web-Design Communication Enhance K-8 Teachers’ Scientific Proficiency in the Context of Thermal Phenomena
Margaret Niess; Emily van Zee; Henri Jansen; Henry Gillow-Wiles; Nancy Staus
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4130–4135
This case study, interpretive research examined the effects that learning about thermal phenomena through explorations with temperature probes and documentary websites have on enhancing the K-8 teacher-participants’ scientific proficiencies....
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Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development
Margaret L. Niess; Emily H. van Zee; Henry Gillow-Wiles
Journal of Digital Learning in Teacher Education Vol. 27, No. 2 (2011) pp. 42–52
Inservice teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21st century. This interpretive study examined inservice K-8 teachers' growth in their...
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Advancing K-8 Mathematics and Science Teachers Knowledge for Teaching with Technology through an Online Graduate Program
Margaret Niess; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3911–3919
Teachers in rural areas have limited access to subject specific professional development and advanced degrees. They need ways to prepare for meeting new and emerging challenges requiring knowledge of content, pedagogy, and technologies in order to...