Search results for author:"Joshua Ellis"
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Michigan Technological University
Commentary: Response of the Association of Science Teacher Educators to “An Interview with Joseph South”
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 160–162
It is the position of the Association for Science Teacher Education that qualified science teachers should possess a strong knowledge base in understanding how implementing technology in science curricular contexts may be used to promote the...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 422–427
This paper describes a recent research study that sought to understand the motivation of beginning STEM teachers within an online community of practice course. Both quantitative and qualitative measures were used to examine multiple concepts within...
Supporting Pre-service Science Teachers’ Beliefs, Self-confidence, and Attitudes Towards Technology Integration
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2273–2280
This study explored the beliefs, self-confidence, and attitudes of pre-service science teachers who enrolled in a teacher licensure course that focused on technology-integrated instruction. This course made explicit use of the RAT framework (Hughes, ...
Topics: Science Education
Affordance and reflection: a design-based research approach to improving reflective practice among new science teachers in an online environment
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1863–1865
The Teacher Induction Network (TIN) is an online induction program for beginning secondary science and mathematics teachers. The program is in its eighth year of operation and has served over 160 teachers. The on-going development of TIN has been...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1245–1254
In this systematic review, we examine multiple perspectives on the role of technology (hereafter “T”) in the field of integrated science, technology, engineering, and mathematics (hereafter “STEM”) for the last two decades. We identify prominent...
From Consumers to Creators: Adventure Learning and its Impacton Pre-Service Teachers’ TPACK and Technology Integration
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2834–2841
This study utilizes an explanatory embedded case study methodology (Yin, 2014) to observe the effect of an Adventure Learning (AL) experience on pre-service K-12 science teachers’ TPACK and technology integration in the context of a graduate-level...
Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course
International Journal of Designs for Learning Vol. 9, No. 1 (Jun 13, 2018) pp. 14–33
Culturally responsive science teaching has been associated with several positive academic outcomes for students of color, including improved science achievement, attitudes, and identities. Given the chronic science performance gap between students...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) p. 2396
In this presentation, we explore how the Teacher Induction Network (TIN) online mentoring program addresses the challenges of developing online communities, provides subject-specific professional development and promotes reflection on classroom...
Journal of Science Education and Technology Vol. 23, No. 3 (June 2014) pp. 458–470
The development of teachers as reflective practitioners is a central concept in national guidelines for teacher preparation and induction (National Council for Accreditation of Teacher Education 2008). The Teacher Induction Network (TIN) supports...
The “T” in STEM: How elementary science teachers’ beliefs of technology integration translate to practice during a co-developed STEM unit
Journal of Computers in Mathematics and Science Teaching Vol. 36, No. 4 (October 2017) pp. 339–349
In the age of STEM education, teachers consistently struggle to understand the nature of technology and how to integrate it. This multiple-case study uses the TPACK framework to explore the beliefs and practices of three elementary science and...
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 3 (September 2015) pp. 404–421
This study examines the use of a digital video annotation tool used by beginning in-service secondary science and mathematics teachers in the Teacher Induction Network (TIN). TIN is an online induction program in its ninth year of existence and has...
Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program
Journal of Technology and Teacher Education Vol. 25, No. 3 (July 2017) pp. 245–272
Induction programs have become a leading model of providing coherent, targeted support for beginning teachers who are most at risk for leaving the profession. This comparison study assessed the impact of a designed teacher leadership intervention to ...
Contemporary Issues in Technology and Teacher Education Vol. 20, No. 3 (September 2020) pp. 472–496
The lack of a definition of the T in the STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12...
Samuel J. Polizzi; Michelle Head; Donna Barrett-Williams; Joshua Ellis; Gillian H. Roehrig; Gregory T. Rushton
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 75, No. 1 (October 2018) pp. 174–186
Induction training is a leading model for supporting teachers in today's challenging profession. We describe an online induction support scaffold designed around teacher leadership, and investigate how novice US teachers use leadership roles to...