Search results for author:"Kimberly A. Lawless"
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Evaluation across Contexts: Evaluating the Impact of Technology Integration Professional Development Partnerships
Journal of Digital Learning in Teacher Education Vol. 27, No. 3 (2011) pp. 92–98
Professional development is a necessary component for effectively integrating technology into classrooms. Unfortunately, the evaluation of technology integration professional development (TIPD) rarely moves beyond participation satisfaction surveys, ...
First Impressions of an Educational Website: The Relationship between Student Attributes and Visual Preferences for the Digital Learning Environment
Journal of Interactive Learning Research Vol. 22, No. 1 (2011) pp. 51–83
The present study examined students' first impressions of different aesthetic treatments for the same web-based lesson about the experiences of British soldiers during World War I as expressed through examples of trench poetry. Holding site content...
Professional Development in Integrating Technology into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers
Review of Educational Research Vol. 77, No. 4 (2007) pp. 575–614
The literature base on technology professional development for teachers reveals that there is a long way to go in understanding methods of effective practice with respect to the various impacts of these activities on teaching and learning. In the No ...
Developing Scientific Literacy Skills through Interdisciplinary, Technology-Based Global Simulations: GlobalEd 2
Curriculum Journal Vol. 26, No. 2 (2015) pp. 268–289
GlobalEd 2 (GE2) is a set of technology-mediated, problem-based learning (PBL) simulations for middle-grade students, that capitalises on the multidisciplinary nature of the social sciences as an expanded curricular space for students to learn and...
Instructional Science: An International Journal of the Learning Sciences Vol. 25, No. 2 (1997) pp. 117–31
Examines how different internal learner characteristics (prior knowledge, self efficacy, and interest) and different external constraints (learner control, instructional design, and level of control) influence the learning process. Discusses...
Journal of Educational Computing Research Vol. 14, No. 4 (1996) pp. 385–99
Examines the navigational profiles of 42 undergraduate students processing a hypertext document. Three profiles emerged: (1) knowledge seekers, (2) feature explorers, and (3) apathetic hypertext users. Results indicate that students who are...
Performance Improvement Vol. 46, No. 1 (January 2007) pp. 40–48
Research in the area of technology learning environments is tremendously complex. Tasks performed in these contexts are highly cognitive and mostly invisible to the observer. The nature of performance in these contexts is explained not only by the...
Reading Teacher Vol. 56, No. 6 (2003) pp. 570–77
Identifies the new literacies of the technological age: technological literacy; visual literacy; information literacy; and intertextuality. Explores a variety of tools available to teachers, such as: digital imaging technologies; World Wide Web...
Interdisciplinary Journal of Problem-based Learning Vol. 7, No. 1 (2013) pp. 67–90
Problem-based learning (PBL) is an instructional design approach for promoting student learning, understanding and knowledge development in context rich settings. Previous PBL research has primarily focused on face-to-face learning environments, but ...
Educational Technology Research and Development Vol. 45, No. 3 (1997) pp. 23–41
Describes a study that explored the use of log files to investigate the process of hypermedia navigation at the University of Connecticut's information kiosk. Highlights include the use of cluster analysis; four different types of navigational...
Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division 1998 (February 1998)
This paper describes a study undertaken to examine how four variables (domain knowledge, topic knowledge, individual interest, and situational interest) impact recall of information from a hypertext environment. Participants in the study were 107...
Listening to the Teachers: Using Weekly Online Teacher Logs for ROPD to Identify Teachers’ Persistent Challenges When Implementing a Blended Learning Curriculum
Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 169–200
Curricular interventions that embed blended learning technologies and pedagogies should support teachers’ everyday practice. However, teachers’ perspectives of what is happening “in the trenches” are often not systematically considered when...
Is anyone watching the course video? Inferring elapsed watch time and video engagement patterns when using embedded videos from YouTube, Vimeo, or other third-party video streaming services for Moodle and other online learning management systems
EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 172–178
Because of the prevalence of video in online courses, it is important to understand the ways in which learners interact with video in order to improve video-based activities and content. However, when embedding third-party video hosting services ...
Thematic Analysis of Teacher Instructional Practices and Student Responses in Middle School Classrooms with Problem-Based Learning Environment
Global Education Review Vol. 1, No. 3 (2014) pp. 93–110
Problem-based learning (PBL) environment is a student-centered instructional method based on the use of ill-structured problems as a stimulus for collaborative learning. This study tried to gain an understanding of teachers' instructional practices...
To Teach How Or To Teach With: Four University’s Approaches To Technology Integration For Teacher Preparation
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 561–565
A recent ISTE report provides persuasive evidence explaining the shortcomings of older models of technology education in preparing tomorrow's teachers. New methods and models are needed to successfully prepare teachers to integrate technology in the ...
Teacher participation in ongoing online professional development to support curriculum implementation: Effects of the GlobalEd 2 PD program on student affective learning outcomes
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1031–1038
There is a growing interest in ongoing and just-in-time professional development (PD) opportunities that are delivered online for teachers who are implementing new curricula. We report on our efforts to build a multi-approach ongoing, online PD...
Evaluating Search Results: An Empirical Analysis of Middle School Students' Use of Source Attributes to Select Useful Sources
Jason L. G. Braasch; Kimberly A. Lawless; Susan R. Goldman; Flori H. Manning; Kimberly W. Gomez; Shaunna M. MacLeod
Journal of Educational Computing Research Vol. 41, No. 1 (2009) pp. 63–82
The present investigation examined middle school students' evaluations of the usefulness for addressing a social studies inquiry question of a variety of sources of information, and the basis of these judgments. This task situation simulates an...
Louanne Smolin; Kimberly Lawless; Chris Dede; Steve Jones; Camille Johnson-Yale; Francisco Seoane Perez; Jessica Schuler; James W. Pellegrino; Susan R. Goldman; Meryl Bertenthal; Kimberly Lawless; Charalambos Vrasidas; Gene V. Glass; Geneva D. Haertel; Barbara Means; William Penuel; Hilary Goldmann; Mark Warschauer; Sharon Tettegah; Eun Won Whang; Nakia Collins; Kona Taylor; Olga A. Vasquez; Nicholas C. Burbules
Yearbook of the National Society for the Study of Education Vol. 106, No. 2 (October 2007) pp. 1–218
There is little dispute that technology has transformed people's everyday lives. People shop online, download news in their iPods, communicate via text and video, take digital photos, and conduct all manner of personal and professional business via...