Search results for author:"Joan Whipp"
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Scaffolding Critical Reflection in Online Discussions: Helping Prospective Teachers Think Deeply about Field Experiences in Urban Schools
Journal of Teacher Education Vol. 54, No. 4 (2003) pp. 321–33
Compared patterns and levels of reflection in two semesters of preservice teachers' email discussions about field experiences in urban schools. Higher levels of reflection were rare during the first semester. With several changes in the design and...
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 1029–1030
What strategies do students use to cope with challenges in the online learning environment? Written surveys and verbatim interview transcripts of 94 online learners in five online graduate courses were analyzed. Students describe a variety of...
Facilitating Critical Reflection About Field Experiences on E-Mail: Emancipatory Teaching in Cyberspace
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 1815–1820
This paper reports findings in a study of an e-mail discussion activity in an undergraduate methods course. Critical interpretative methods were used to examine levels of reflection in student e-mail discussions and the degree of support for...
Educational Technology Research and Development Vol. 52, No. 4 (2004) pp. 5–22
Little is known about how successful students in Web-based courses self-regulate their learning. This descriptive case study used a social cognitive model of self-regulated learning (SRL) to investigate how six graduate students used and adapted...
Using A Social Constructivist Framework to Guide Work With School Faculty and Future Teachers on Teaching with Technology
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3919–3922
Social constructivist principles of "activity systems" and "guided participation" are helping university faculty plan, design and guide in-service and pre-service teachers in two professional development schools increase their use and integration of ...
Topics: Professional Development
Educational Technology Research and Development Vol. 57, No. 2 (April 2009) pp. 169–192
While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 3406–3409
With the reduction and phasing out of PT3 funding, there are many PT3 projects that no longer enjoy PT3 support, or are in their final or extension years, making sustainability a major concern. It is our belief that sustainability requires not only ...
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2161–2164
A large-scale faculty development project focused on the integration of technology for teaching and learning in Marquette University's Colleges of Letters and Science, Communication and School of Education is described. The project includes 1) a...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3915–3918
Constructivist theory and Grasha's teaching style model are used as frameworks in a study of 38 faculty members participating in PT3 staff development activities at a midwestern university. Analyses of interviews with the faculty, their syllabi, and ...
Using Sociocultural Theory to Guide Teacher Use and Integration of Instructional Technology in Two Professional Development Schools
Journal of Computing in Teacher Education Vol. 22, No. 1 (2005) pp. 37–43
This article demonstrates how sociocultural theories can be used to support strategic structuring of professional development activities for preservice and practicing teachers on technology use and integration. Examples are drawn from the authors'...
Assessing Student Exposure To and Use of Computer Technologies through an Examination of Course Syllabi
Assessment & Evaluation in Higher Education Vol. 29, No. 5 (October 2004) pp. 549–561
A syllabus analysis instrument was developed to assist program evaluators, administrators and faculty in the identification of skills that students use as they complete their college coursework. While this instrument can be tailored for use with a...
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2037–2038
To implement our PT3 grant, we needed to answer three questions. First, we needed to identify the current level of computer skills in our faculty, both at the University as well as in two public schools that are participating in our grant. Second,...