Search results for author:"Lisa Yamagata-Lynch"
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University of Tennessee
The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)
In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the ...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 19, No. 6 (2003) pp. 591–607
This study examined a professional development program for integrating technology into school by studying the activities of teachers from two Indiana school districts who participated in a yearlong professional development program as they introduced ...
Using activity theory for the sociocultural case analyses of a teacher professional development program involving technology integration
Using activity@theory for the @?sociocultural case analyses of a teacher professional@development @?program @?involving technology@integration (2001) pp. 1–190
Through a multiple case study this research examined the direct and indirect influences of a professional development program for integrating technology into K–12 curricula. The program reviewed was the Teacher Institute for Curriculum Knowledge...
Confronting Analytical Dilemmas for Understanding Complex Human Interactions in Design-Based Research from a Cultural-Historical Activity Theory (CHAT) Framework
Journal of the Learning Sciences Vol. 16, No. 4 (October 2007) pp. 451–484
Understanding human activity in real-world situations often involves complicated data collection, analysis, and presentation methods. This article discusses how Cultural-Historical Activity Theory (CHAT) can inform design-based research practices...
Longitudinal Design Case of a University Preservice Technology Integration Curriculum Shaped By Its Sociopolitical Context
International Journal of Designs for Learning Vol. 5, No. 1 (Jun 09, 2014)
This design case describes the work of two designers related to a longitudinal university preservice technology integration course series. We anchored the discussion of our case with various design values that we shared and took a critical role in...
Enacting Collective Design Intentions in an Online Graduate Level Introductory Instructional Technology Course
International Journal of Designs for Learning Vol. 6, No. 1 (Oct 28, 2015)
This design case will introduce how collective design intentions shared by a group of three program faculty for an online Instructional Technology (IT) Master’s program at the University of Tennessee (UT) were collaboratively identified and further...
Using activity systems analysis to identify inner contradictions in teacher professional development
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 25, No. 3 (April 2009) pp. 507–517
This study took place in the United States and explored teacher perspectives on the situational factors that influence their professional development using Engeström's (Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to ...
International Journal of Designs for Learning Vol. 7, No. 3 (Nov 30, 2016)
In this design case, we present an instructional design project that resulted in a French language learning game development system. What we describe here is not the game itself, but rather the pedagogical intervention that created what the design...
The Pedagogical TICKIT: Web Conferencing To Promote Communication and Support during Teacher Professional Development
Journal of Technology and Teacher Education Vol. 10, No. 2 (2002) pp. 205–33
Discusses the online activities used in the Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT), a school-based professional development program involving K-12 teachers from rural Indiana schools that was...
Journal of the Learning Sciences Vol. 10, No. 1 (2001) pp. 63–112
Advances a methodology for capturing and tracing the emergence, evolution, and diffusion of a practice, conceptual understanding, resource, or student-constructed artifact. Presents the Constructing Networks of Action-Relevant Episodes (CN-ARE)...
Transforming disruptive technology into sustainable technology: understanding the front-end design of an online program at a brick-and-mortar university
Internet and Higher Education Vol. 26, No. 1 (July 2015) pp. 10–18
This article examines design processes that a team of instructional technology faculty and administrators experienced related to an online instructional technology graduate program at a large Midwestern university. This qualitative development...
Pedagogical TICKIT: Web Conferencing to Promote Communication and Support During Teacher Professional Development
Journal of Technology and Teacher Education Vol. 10, No. 2 (2002) pp. 205–233
This article discusses the online activities used in the Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) during 1998-1999. TICKIT is a school-based professional development program involving 25-30, K-12...
AACE Journal Vol. 13, No. 3 (July 2005) pp. 251–270
The purpose of this paper is to report on the professional development model of Teacher Institute for Curriculum Knowledge about Integration of Technology (TICKIT). This paper will situate the TICKIT model with past findings from professional...
Topics: technology, Technology integration, k-12, teacher education, Integration, Educational Technology, Preservice Teacher Education, Curriculum, teacher training, Professional Development, faculty development, problem based learning, Inclusive Education
The International Review of Research in Open and Distributed Learning Vol. 18, No. 6 (Sep 25, 2017)
In this article, we studied net neutrality as a complex sociocultural phenomenon that can affect the works of distance education scholars and online learners. We decided to take part in this research because many distance education scholars and...
Design Lessons about Participatory Self-Directed Online Learning in a Graduate-Level Instructional Technology Course
Lisa C. Yamagata-Lynch; Jaewoo Do; Anne L. Skutnik; Duren J. Thompson; Adam F. Stephens; Cheryl A. Tays
Open Learning Vol. 30, No. 2 (2015) pp. 178–189
This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous...
Virtual Solar System Project: Learning through a Technology-Rich, Inquiry-Based, Participatory Learning Environment
Sasha A. Barab; Kenneth E. Hay; Kurt Squire; Michael Barnett; Rae Schmidt; Kristen Karrigan; Lisa Yamagata-Lynch; Christine Johnson
Journal of Science Education and Technology Vol. 9, No. 1 (2000) pp. 7–25
Describes an introductory undergraduate astronomy course in which the large-lecture format was moved to one in which students were immersed in a technologically-rich, inquiry-based, participatory learning environment. Finds that virtual reality can...