Search results for author:"Mary Baker"
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University of North Dakota
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2434–2439
This article traces the evolution of the University of North Dakota's Department of Teaching and Learning PT3 grant from its inception in a Teaching with Technology course to its post-grant integration into core curriculum coursework. A critical...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1341–1348
Motivating students to learn and be excited about mathematics and science is a complex problem educators confront on a day-to-day basis. In this paper, we share the findings from our study that involved university faculty interacted with middle...
Merging Technology & Mathematics Instruction: The Case of Virtual Manipulatives & Geometric Concepts
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 566–573
The use of technology in math instruction has long been advocated (NCTM 1980, 1989, 2000, 2008). Its continued importance was reiterated recently in an NCTM position paper: “Effective teachers maximize the potential of technology to develop...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1801–1806
Motivating students to learn and be excited about mathematics and science is a complex problem teachers confront on a day-to-day basis. In this paper, we share how university faculty interacted with middle school mathematics and science teachers and ...
International Conference on Mathematics / Science Education and Technology 1999 (1999) p. 414
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 3172–3177
Teacher preparation programs are now being tasked with training students in methods of not only content area subjects but also in appropriate uses of technology. As part of a PT3 grant, instructors at the UND embedded Technology-Supported Authentic ...
The Impact of Self-Efficacy and Peer Support on Student Participation with Interactive White Boards in the Middle School Math Class
Journal of Computers in Mathematics and Science Teaching Vol. 30, No. 2 (April 2011) pp. 163–178
This study investigated the factors of middle school math student self-efficacy and perceived peer support in relation to student willingness to participate with in-class activities with an interactive white board (IWB). One-hundred and five seventh ...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1836–1839
The study reports two cases related to partnering teacher candidates and classroom teachers to implement a technology-supported learning experience with students. Findings suggest that successful partnerships relied on the shared roles of the...
Partnering Prospective and Practicing Teachers to Create Technology-Supported Learning Opportunities for Students
Journal of Educational Technology Systems Vol. 34, No. 4 (2006) pp. 387–399
In this article, we argue that it is possible to design pre-service education courses to enhance both pre- and in-service teachers' understanding of technology and emerging of e-pedagogy. Specifically, we examine a field-based technology course that ...
Online Learning Journal Vol. 20, No. 3 (Jul 08, 2016)
This study examined graduate students\u2019 desired and experienced levels of connectivity in an online, asynchronous distance degree program. Graduate students enrolled in the Masters of Science in Special Education distance degree program at a...
Journal of Literacy Research Vol. 32, No. 3 (2000) pp. 395–419
Examines audience awareness in a 5-month naturalistic study of a fourth-grade classroom infused with technology and which valued collaboration and inquiry. Finds this classroom offered such pervasive opportunities for interaction between authors and ...
Desired and Experienced Levels of Connectivity to Various Components of an Asynchronous, Online, Distance Degree Program
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 657–663
Graduate students enrolled in the Masters of Science Special Education distance degree program at a Midwest university were surveyed on both desired and experienced connectivity to their program, other students, instructors, and advisors. Overall,...
Students' Desired and Experienced Levels of Connectivity to an Asynchronous, Online, Distance Degree Program
Journal of Asynchronous Learning Networks Vol. 20, No. 3 (2016) pp. 244–263
This study examined graduate students' desired and experienced levels of connectivity in an online, asynchronous distance degree program. Connectivity was conceptualized as the students' feelings of community and involvement, not their level of...
Effect of Current Electricity Simulation Supported Learning on the Conceptual Understanding of Elementary and Secondary Teachers
Journal of Science Education and Technology Vol. 20, No. 2 (April 2011) pp. 111–115
This study examined the impact of computer simulation and supported science learning on a teacher's understanding and conceptual knowledge of current electricity. Pre/Post tests were used to measure the teachers' concept attainment. Overall, there...
Research-Based Implications for Policy and Practice: Outcomes from EduSummIT 2017 – The Fifth International Summit on Information Technology in Education – Part 1
Gerald August Knezek; Joke Voogt; Rhonda Christensen; Koos Eichhorn; Henk Sligte; Rowland Baker; Dominik Petko; Miri Shonfeld; Anneke Smits; Dirk Ifenthaler; Mary Webb; Jo Tondeur; Sarah Howard
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 783–788
Through five EDUsummITs spanning 2009 – 2017, approximately 100 researchers, practitioners and policy makers from across the globe have gathered to discuss ways to fast track what researchers know about information technology in education, into...