Search results for author:"Matthew Koehler"
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A qualitative study about the role of preservice teachers' beliefs in learning from literacy instruction video-cases.
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3427–3432
Beliefs about the nature of knowledge have been found to influence learning (Hofer & Pintrich, 1997; Schommer, 1990). This study investigated whether epistemological beliefs interact with the observations of preservice teachers regarding teaching...
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2626–2631
Context is an important part of technological pedagogical content knowledge (TPACK), but there is evidence teachers’ context has not been included in descriptions, explanations, or operationalizations of TPACK among publications that apply the TPACK ...
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 60–70
This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee...
Designing case-based hypermedia tools to help teachers understand children's mathematical development
Designing case@-based@hypermedia tools to help teachers understand children's mathematical@development (1999) pp. 1–53
Despite the growing popularity of case-based hypermedia approaches, there seems to be little agreement about such fundamental issues as the nature, of a case or how to structure hypermedia cases for professional development. I examine two visions of ...
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2285–2291
Educator-driven professional learning communities are increasingly developing and thriving on social media platforms such as Twitter. Even though these communities are large and popular, very little is understood about how their users interact with...
Topics: Social Media
Cognition and Instruction Vol. 20, No. 2 (2002) pp. 151–95
Compared two types of case-based hypermedia for teachers' professional development: one in which cases are episodes of classroom teaching and learning, the other in which cases are narratives that structure the episodes. Comparison showed that while ...
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1511–1517
We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data...
The Role of Epistemological Beliefs in Preservice Teachers’ Interpretation of Video Cases of Early-Grade Literacy Instruction
Journal of Technology and Teacher Education Vol. 15, No. 3 (July 2007) pp. 335–361
This study investigated how preservice teachers' beliefs about the nature of knowledge influence how they learn from, and interact with, a case-based hypermedia system designed to highlight exemplary elementary literacy instruction. Specifically, we ...
Journal of Educational Computing Research Vol. 18, No. 2 (1998) pp. 123–45
Describes the design of a hypermedia tool for helping preservice teachers learn about the growth and development of children's mathematical reasoning based on research in cognitive science, and discusses results of an experiment that used single...
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 68–69
This paper describes the "component architecture" of the web and how teachers can use various existing components of the web - plugins, websites, applets, web services etc., to develop complex applications with limited investment of resources....
Teachers College Record Vol. 108, No. 6 (June 2006) pp. 1017–1054
Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman's formulation of "pedagogical content...
Journal of Computing in Teacher Education Vol. 21, No. 3 (2005) pp. 94–102
Although there has been much debate about "what" teachers need to know about technology, less attention has been paid to "how" they are supposed to learn it. Teacher preparation programs need to go beyond merely training teachers in how to use...
Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2214–2226
We introduce Technological Pedagogical Content Knowledge (TPCK) as being essential for effective technology integration in teaching (Mishra & Koehler, 2006). We emphasize teacher knowledge for two reasons. First, because we view the teacher as an...
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed
Journal of Research on Technology in Education Vol. 41, No. 4 (2009) pp. 393–416
In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content,...
American Journal of Distance Education Vol. 23, No. 4 (2009) pp. 194–211
This study was conducted to develop an inventory that measures students' motivation to engage in critical reasoning in online discussions. Inventory items were developed based on theoretical frameworks and then tested on 168 participants. Using...
Game-Based Learning of Physics Content: The Effectiveness of a Physics Game for Learning Basic Physics Concepts
World Conference on Educational Media and Technology 2006 (June 2006) pp. 2119–2125
Games and simulations are changing the ways in which students learn today. However, much remains unknown about the effectiveness of games to learn specific subject matter. The aim of this study was to better understand the role that games can play...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1903–1910
Game-based learning is pervasive in education. There are claims about what students learn and the process by which they learn; however, notable researchers still question what is learned from games. Using a mixed-methods approach, this study...
Tracing the Development of Teacher Knowledge in a Design Seminar: Integrating Content, Pedagogy and Technology
Computers & Education Vol. 49, No. 3 (November 2007) pp. 740–762
Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman's [Schulman, L. S. (1987). "Knowledge and teaching:...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3892–3899
This paper discusses the TPACK framework and offers a critique of its applicability to address the demands of teaching and learning in the 21st century. We propose a reframing of Content Knowledge (C) to address the increasingly salient role of...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 502–508
To maximize the learning possible from educational games, designers need to find better ways interest, engage, and immerse players. In this paper, we draw upon our experience and upon the rich traditions and research from film, storytelling and...
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2208–2213
Abstract: This is a cross-case analysis of three faculty members who designed and taught online classes for the first time. In a "learning technology by design" class, faculty and students cooperatively designed an online class that the faculty...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3029–3036
Technological pedagogical content knowledge (TPACK) is a well-known theoretical framework that has reshaped contemporary understanding of the interplay between forms of knowledge required by expert teachers. This paper draws on recent thinking and...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3042–3047
The flash mob, a phenomenon in which groups of people gather in a public space and perform a specific task, has gathered increasing amounts of attention both on the internet and in popular culture. This paper examines the educational affordances and ...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3390–3397
Researchers have employed many different methods of measuring teachers’ Technological Pedagogical Content Knowledge (TPACK). Existing measures of TPACK have typically focused on teachers’ self-report of their understanding, and relatively few...
Tweeting in the Time of Terrorism: Who Participates in a French Hashtag-based Affinity Space, Where, and How?
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 614–619
Twitter is increasingly seen as a valuable resource for teacher professional development, in part for its ability to facilitate affinity spaces (Gee, 2004) that are accessed through hashtags. However, while the affinity space is widely recognized as ...
Potential Applications of Sentiment Analysis in Educational Research and Practice – Is SITE the Friendliest Conference?
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1348–1354
Despite the widespread use of sentiment analysis by many disciplines, it has been a largely underused tool in educational contexts. The purpose of this paper is to explore some potential uses for sentiment analysis in educational settings and to...
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1468–1477
This study explores how teachers' pedagogical beliefs and beliefs in students' readiness to use technology are related to their classroom uses of technology. The participants in this study were 202 foreign language teachers in China because these...
EdMedia: World Conference on Educational Media and Technology 1999 (1999) pp. 1414–1415
Our interest in the design of cases is motivated by the need to develop tools for elementary teachers that will help them understand how students think about forms of mathematics typically unfamiliar to teachers, like geometry, space or measure. In...
Use of a Case-Based Hypermedia Resource in an Early Literacy Coaching Intervention with Pre-Kindergarten Teachers
Topics in Early Childhood Special Education Vol. 29, No. 4 (2010) pp. 239–249
Use of a case-based hypermedia resource (HR) was examined in a Web-based early literacy coaching intervention with pre-kindergarten teachers of at-risk children. Web usage logs, written records of coach feedback to teachers on their instruction, and ...
Boundary Crossings: An Activity Theoretical Analysis of Technology Diffusion in a Teacher Education Program
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1647–1653
Abstract: Technology diffusion refers to the process of spreading a program of technology use across/throughout an organization, program, etc. We used activity theory to frame the research design and analysis of a qualitative study with the goal of...
Journal of Educational Multimedia and Hypermedia Vol. 14, No. 3 (July 2005) pp. 249–272
Research suggests that that the educational value of a media format depends upon the ways in which its representational affordances interact with complex features of the learning environment, including learner characteristics, content domains,...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1084–1091
Digital portfolios designed by educators have the potential to serve as assertions of technology knowledge (TK). This study describes and begins to evaluate a proposed method for assessing educators’ asserted TK through the platforms and artifacts...
Topics: Research & Evaluation
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 554–561
We examine the effect of three kinds of game features—mechanics, themes, and genres—on player enjoyment of educational games. Although games are often thought to be more enjoyable than other learning activities, there has been little research on how ...
Topics: Games & Simulations
International Conference on Mathematics / Science Education and Technology 2000 (2000) pp. 2–3
Synergy Education Press, Inc. is a small company whose aim is to provide high-quality research-based teacher professional development materials for elementary mathematics and science educators. We will provide packages of multimedia and text-based ...
Journal of Interactive Learning Research Vol. 20, No. 4 (October 2009) pp. 423–443
This study compared student performances in role-playing activities in both a face-to-face (FTF) environment and a virtual 3D environment, Second Life (SL). We found that students produced a similar amount of communication in the two environments,...
Annual Meeting of the American Educational Research Association 2002 (April 2002)
Institutions of higher education must find ways to develop the expertise needed to teach in the online world. Rather than address the technology as a separate set of skills that can be addressed separately through workshops, this paper makes the...
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 688–692
We describe an approach to faculty development that brings together senior education faculty and graduate students to design online learning environments. This approach forces course designers to confront beliefs about what constitutes good teaching,...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 567–572
One key promise of educational games is that they can tap into learning in a way that is fun and motivating to learners. In this paper, we explore the reality of these claims by examining existing data on 9343 games from BoardGameGeek.com. We...
Topics: Games & Simulations
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 355–360
Affinity spaces refer to digital and geographical spaces in which learning can happen, and some of the largest affinity spaces dedicated to education are those that currently exist on Twitter. These spaces are public, largely unmoderated, and...
Topics: Distance/Flexible Education
What the Tech is Going on with Teachers? Digital Teaching Portfolios? Using the TPACK Framework to Analyze Teachers? Technological Understanding
Journal of Technology and Teacher Education Vol. 25, No. 1 (January 2017) pp. 31–59
Despite the growing popularity of digital teaching portfolios, research has remained focused on outcomes associated with making digital teaching portfolios instead of examining the ways in which they can effectively assess what teachers know,...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2422–2429
Teacher knowledge has been a research focus for a number of decades and is a core of the TPACK framework and the PCK framework which preceded it. Despite the centrality of knowledge in both conceptualisations, it is difficult to find clear and...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2033–2035
This study compared student performances in role-playing activities in both face-to-face environment and Second Life. It was found that students produced similar amount of communication in the two environments, but the communication styles were...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2347–2354
In this paper we introduce our model for faculty development and technology integration that focuses on the complex interplay between content, pedagogy and technology. We exemplify our pedagogic technique for faculty development (called learning by...
Journal of Technology and Teacher Education Vol. 12, No. 1 (2004) pp. 25–55
Institutions of higher education are faced with the challenge of developing faculty who are ready, willing, and able to teach online. Standard approaches towards faculty development often miss the dynamic and complex relationship between content,...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1823–1830
Every day, thousands of educators use Twitter to interact with each other. Yet, the research that examines these educator interactions on Twitter is nascent, in part because it is unclear how to theoretically conceptualize the nature of interactions ...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1558–1561
Twitter is increasingly recognized as a site for both teacher education and teacher education research. Although using digital methods to study Twitter data has a number of advantages for teacher education scholars, there are also methodological and ...
Glen Bull; John Park; Michael Searson; Ann Thompson; Punya Mishra; Matthew J. Koehler; Gerald Knezek
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 3 (September 2007) pp. 129–139
Our goal in this editorial is to set the stage for interdisciplinary collaborations to tackle the wicked problem of technology integration in teaching. The CITE Journal is published by a coalition of teacher educator associations, the National...
TechTrends: Linking Research and Practice to Improve Learning Vol. 57, No. 3 (March 2013) pp. 40–46
In this paper we explore the philosophy, pedagogy and implementation of the third year course sequence in the M.A. in Educational Technology program at Michigan State University. We discuss how "little-r" revolutions in teaching and learning, i.e.,...
Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4145–4151
Grounded in Schulman’s idea of Pedagogical Content Knowledge (1986), Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. The ...
Strategies, Use, and Impact of Social Media for Supporting Teacher Community within Professional Development: The Case of one Urban STEM Program
Journal of Computers in Mathematics and Science Teaching Vol. 36, No. 3 (September 2017) pp. 255–267
This paper examines the use of social media to foster community connections within the MSU Urban Science, Technology, Engineering, and Mathematics (STEM) program. We describe the strategies employed by the program and the technologies employed by...
- Koehler, Matthew (34)
- Koehler, Matthew J. (30)
- Mishra, Punya (23)
- Rosenberg, Joshua (11)
- Greenhalgh, Spencer (8)
- Greenhalgh, Spencer P. (7)
- Peruski, Lisa (5)
- Phillips, Michael (5)
- Yadav, Aman (5)
- Baran, Evrim (4)