Search results for author:"Mark Hawkes"
Total records matched: 21 Search took: 0.075 secs
Global Learn 2019 Attendees: if you are looking for papers from this conference, please use this special attendee-only Global Learn 2019 search
Journal of Research on Computing in Education Vol. 33, No. 3 (2001) pp. 299–315
Explored the opportunities presented by network-based communication to facilitate collaborative critical reflection between elementary and middle school teachers who were working on a curriculum development project. Considers self-efficacy and...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1099–1101
This presentation describes a mobile computing initiative in an upper Midwest university. The campus wide project now in it's 4th year using high-end portable computers capable of digital inking and voice activated texting, involved all facets of...
Annual Meeting of the National Rural Education Association 1995 (October 1995)
The Council of Great Lakes Governors and GTE North, Inc. developed a partnership titled "Pioneering Partners for Educational Technology" to disseminate innovative educational technologies developed by classroom teachers in eight states of the Great...
NASSP Bulletin Vol. 80, No. 581 (1996) pp. 45–52
Although evaluation research supports distance-learning methods, the literature fails to distinguish factors contributing to successful programs. Based on existing standards for audiovisual transmission and instructional quality, this article...
Convergent and Divergent Group Interactions: Online Tasking for Cognitively Complex Learning Results
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 420–424
This presentation will describe the use of convergent and divergent task activities in the online environment. The collaborative nature of tasking is discussed and critical, collegial reflection is introduced as an index of cognitively complex...
American Journal of Distance Education Vol. 20, No. 4 (2006) pp. 231–244
The purpose of this study was to determine the efficacy of traditionally spoken linguistic analysis approaches for understanding the nature and outcomes of online interaction. The study took place with twenty-eight elementary school teachers in ten...
Journal of Research and Development in Education Vol. 33, No. 4 (2000) pp. 268–77
Examined the outcomes of a 2-year, technology-supported, problem-based learning project which built teacher knowledge through sustained, dialogue-driven collaboration. The qualitative research, involving 28 grade 5-8 teachers, identified key...
Employing Educational Telecommunications Technologies as a Professional Development Structure for Facilitating Sustained Teacher Reflection, Collaboration, and Inquiry. Draft
Annual Meeting of the American Educational Research Association 1997 (March 1997)
A study was undertaken to determine how telecommunications technology affects teacher reflection and collaboration. Study participants, eight teachers currently practicing in both public and private schools, were interviewed several times over the...
Quarterly Review of Distance Education Vol. 8, No. 2 (2007) pp. 95–107
Using collaborative critical reflection as an index, this study examines the asynchronous and face-to-face discourse of 28 suburban Chicago elementary teachers developing problem based learning (PBL) curriculum. Statistical analysis of the corpus...
Examining the Reflective Outcomes of Asynchronous Computer-Mediated Communication on Inservice Teacher Development
Journal of Technology and Teacher Education Vol. 9, No. 2 (2001) pp. 285–308
This study explored the professional development experienc-es of 28 practicing teachers in 10 Chicago suburban schools involved in a two-year technology supported Problem-Based Learning curriculum development effort. Asynchronous computer...
T.H.E. Journal Vol. 28, No. 1 (2000) pp. 26–28
Proposes a number of factors by which the cost of technology in education can be properly justified. Based on a study of technology cost effectiveness with participants of a statewide initiative introducing Interactive Distance Learning (IDL)....
NASSP Bulletin Vol. 80, No. 582 (1996) pp. 26–33
Description and explanation are frequently given precedence over validation when evaluating distance-learning technologies. Evaluation criteria can be categorized into technical, instructional, organizational, and ethical components. Descriptive and ...
Rural Educator Vol. 21, No. 3 (2000) pp. 5–11
A study of 44 rural midwestern teachers participating in three telecollaborative projects examined their experiences with technology use. Results indicate teachers attributed improved student learning to technology use; online communication with...
Critical reflection as a professional development outcome of asynchronous computer-mediated communication
(1998) pp. 1–190
This study explored the experiences of 28 teachers in ten Chicago suburban schools involved in a two-year technology supported Problem-Based Learning curriculum development effort. Asynchronous computer-mediated communications were featured as...
Impacts of Mobile Computing on Student Learning in the University: A Comparison of Course Assessment Data
Journal of Educational Technology Systems Vol. 38, No. 1 (2010) pp. 63–74
This study focuses on the impact of wireless, mobile computing tools on student assessment outcomes. In a campus-wide wireless, mobile computing environment at an upper Midwest university, an empirical analysis is applied to understand the...
An Analysis of Team vs. Faculty-Based Online Course Development: Implications for Instructional Design
Quarterly Review of Distance Education Vol. 3, No. 4 (2002) pp. 431–41
Discussion of instructional design for distance education compares team-based and faculty-driven design approaches based on three online graduate degree programs in two disciplinary areas. Discusses design considerations for online graduate distance ...
Tablet Personal Computer Integration in Higher Education: Applying the Unified Theory of Acceptance and Use Technology Model to Understand Supporting Factors
Journal of Educational Computing Research Vol. 42, No. 1 (2010) pp. 79–101
Many educational institutions have implemented ubiquitous or required laptop, notebook, or tablet personal computing programs for their students. Yet, limited evidence exists to validate integration and acceptance of the technology among student...
Educational Technology & Society Vol. 14, No. 2 (2011) pp. 58–70
This research develops and empirically tests a factor model for understanding college students' acceptance of Tablet PC (TPC) as a means to forecast, explain, and improve their usage pattern in education. The analysis involved more than 230 students ...
Journal of Research in Rural Education Vol. 17, No. 3 (2002) pp. 162–70
A study examining technology support in rural schools surveyed 129 school technology coordinators in four upper plains states. Heavy pedagogical and technical demands were placed on rural technology coordinators. Rural technology coordinators should ...
Quarterly Review of Distance Education Vol. 11, No. 4 (2010) pp. 195–210
The ability to collaborate in a virtual team is a necessary skill set for today's knowledge workers and students to be effective in their work. Past research indicates that knowledge workers and students need to establish a formal process to perform ...