Search results for author:"John Saye"
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Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4754–4757
The purpose of this demonstration session is to demo the Persistent Issues in History Network (PIHNet), a web-based teaching and learning environment to support students' historical thinking. This demonstration will: (1) discuss the overall design...
The Effects of Multimedia-Supported Problem-Based Inquiry on Student Engagement, Empathy, and Assumptions about History
Interdisciplinary Journal of Problem-based Learning Vol. 2, No. 1 (2008) pp. 21–56
This research extends a continuing line of inquiry investigating how multimedia resources might be joined with other support structures to effectively implement problem-based inquiry (PBI) activities in secondary history classrooms. Two history...
Educational Technology Research and Development Vol. 48, No. 3 (2000) pp. 79–100
Explores the issues involved in implementing a technology-enhanced student-centered unit in order to provide recommendations to improve and enhance these types of learning activities. Results suggest that a variety of factors impact the success or...
Strategies for Preparing Preservice Social Studies Teachers to Effectively Integrate Technology: Models and Practices
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 46–59
This paper describes strategies used by the authors to assist preservice social studies teachers with understanding and applying models and practices for effectively integrating technology into their future classrooms—thus, strengthening the link...
Social Education Vol. 62, No. 6 (1998) pp. 356–62
Proposes a strategy for using technology in preparing students for democratic citizenship by using it to reallocate limited classroom time. Argues that the strategy also multiplies students' opportunities to participate in thoughtful activities and...
Journal of Educational Multimedia and Hypermedia Vol. 10, No. 4 (2001) pp. 333–356
There is growing evidence that student-centered learning activities promote the development of higher-order skills such as critical thinking and problem solving. However, there are difficulties associated with supporting student-centered learning....
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3799–3800
The Persistent Issues in History Network (PIHNet) is a web-based teaching and learning environment to support problem-based historical inquiry (PBHI) in social studies classrooms. This paper will: (1) discuss the overall design of the PIHNet...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3533–3540
This paper reports on specific design aspects of our study from hypermedia-rich educative curriculum materials (ECMs), the possible effects they may have had on social studies teachers as they used the materials to plan and implement instruction,...
Scaffolding Critical Reasoning about History and Social Issues in Multimedia-Supported Learning Environments
Educational Technology Research and Development Vol. 50, No. 3 (2002) pp. 77–96
Advances a line of research that investigates the potential of hypermedia resources and scaffolding for supporting problem-based social studies and developing critical reasoning. The line of inquiry consists of a series of generative design...
Comparing Teachers' Strategies for Supporting Student Inquiry in a Problem-Based Multimedia-Enhanced History Unit
Theory and Research in Social Education Vol. 34, No. 2 (2006) pp. 183–212
This paper explores how teachers with different teaching styles conceptualized and implemented a multimedia-supported problem-based inquiry (PBI) unit. We focus on how the teachers supported student thinking and examine underlying belief, knowledge, ...
Student Reasoning about Ill-Structured Social Problems in a Multimedia-Supported Learning Environment
Annual Meeting of the National Council for the Social Studies 1999 (Nov 19, 1999)
This paper summarizes findings from a case study exploring high school students' responses to a technology-supported, problem-centered U.S. history unit. A team of teacher educators and secondary school social studies teachers conceptualized ...
Theory and Research in Social Education Vol. 32, No. 3 (2004) pp. 349–378
This paper explores whether a scaffolded, multimedia learning environment might mitigate obstacles that dissuade teachers from implementing problem-based practices. We present a longitudinal analysis of one expository-oriented teacher's experience...
Journal of Educational Computing Research Vol. 41, No. 3 (2009) pp. 287–317
This study examines online messages in a discussion forum that a group of K-12 history teachers used to discuss curriculum implementations as part of their professional development. It has 3 main research foci. First, it focuses on identifying the...
Social Studies Teacher Educators' Use of the Wise Practice Case Database in Teacher Education Programs
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4624–4631
Relatively little research has attempted to understand social studies teacher educators’ uses of technologies that are specifically designed for teaching and learning discipline-specific pedagogy and content. The Wise Practice Case Database (WPCD)...
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 2 (June 2013) pp. 126–155
This paper reports on a design experiment of web-based curriculum materials explicitly created to help social studies teachers develop their professional teaching knowledge. Web-based social studies curriculum reform efforts, human-centered...
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1206–1211
This design experiment advances a continuing line of research investigating web-based educative curriculum designed to help social studies teachers envision a robust professional teaching knowledge. Our findings suggest the familiarity of...
Supporting In-Service Teachers' Professional Teaching Knowledge With Educatively Scaffolded Digital Curriculum
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 4 (December 2015) pp. 568–599
This article advances a continuing line of inquiry into the potential of digital educative curriculum materials to support teachers’ development of professional teaching knowledge. Instead of standalone levers of change, the educative curricula in...
Using technology-enhanced cases in teacher education: An exploratory study in a social studies methods course
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 78, No. 1 (February 2019) pp. 151–164
The purpose of this case study was to gain insight into pre-service teachers' and an instructor's perceptions and experiences on their uses of technology-enhanced cases in a teaching methods course. Findings demonstrate two different reactions from...
Journal of Interactive Learning Research Vol. 22, No. 4 (December 2011) pp. 491–522
Preliminary efforts to examine teachers’ online participation and depth of messages have tended to focus solely on message metrics (e.g., counting the number of messages). However, such efforts do not address online messages in relation to one...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1884–1886
In this poster/demonstration session, we will present The Mendel Sherman Wise Practice Case Database (WPCD). The WPCD houses an ever-expanding online database of multimedia video cases of authentic classroom practices with multiple resources and...
International Journal of Instructional Media Vol. 32, No. 4 (2005)
The present study is designed to investigate the effects of advisement and informal cooperative learning when students used a multimedia database. Participants were 159 undergraduate students (54 males; 105 females) enrolled in a computer literacy...
Theory and Research in Social Education Vol. 37, No. 1 (2009) pp. 6–41
This case study examined how mentoring experiences might encourage teachers to consider and adopt a problem-based historical inquiry (PBHI) framework for teaching. We mentored six teachers over 15 months as they planned and implemented PBHI teaching,...
The PBL-TECH Project: Web-Based Tools and Resources to Support Problem-Based Learning in Pre-Service Teacher Education
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3841–3849
This paper discusses the PBL-TECH project, which seeks to design, disseminate, evaluate, and sustain an enhanced teacher preparation model that provides teacher educators across the United States with web-based tools and resources to teach future...
PBL-TECH: Using Web 2.0 Tools and Resources to Support Problem-Based Curricular Innovations in Pre-Service Teacher Education
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3959–3963
This paper will provide an overview of the PBL-TECH project. The purpose of the PBL-TECH project is to design, disseminate, evaluate, and sustain an enhanced teacher preparation model that will provide teacher educators across the United States with ...
Thomas Brush; John Saye; Ugur Kale; Jung Won Hur; Jada Kohlmeier; Theano Yerasimou; Lijiang Guo; Simone Symonette
Journal of Interactive Online Learning Vol. 8, No. 1 (2009) pp. 41–62
The Persistent Issues in History Laboratory for Virtual Field Experience (PIH-LVFE) combines a database of video cases of authentic classroom practices with multiple resources and tools to enable pre-service social studies teachers to virtually...
Jung Won Hur; Thomas Brush; Kyong-Jee Kim; Ashley Tan; Gina Dysard; Xiaojing Liu; Yu Feng; Ugur Kale; Lixin Chen; John Saye
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2259–2260
This presentation describes patterns of collaborative reflection in an online forum. Twenty secondary social teachers, who completed a two-week workshop on problem- based history inquiry in the summer of 2003, participated in an online forum during...
(2013) pp. 1–186
Research Highlights in Technology and Teacher Education is now in its fifth year of publication, and has become one of the most important journals for the Society for Information Technology and Teacher Education (SITE). This journal represents the...