Search results for author:"Monty Jones"
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Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities
Journal of Educational Multimedia and Hypermedia Vol. 27, No. 1 (January 2018) pp. 83–102
This mixed-methods study examined the technology integration learning activities of four teachers throughout one year using weekly quantitative surveys and a series of three qualitative individual interviews. Through the teachers’ own voices an...
Conceptualizing school-based teacher learning from teachers' points of view: Holistically leveraging formal, informal, and independent learning activities
Journal of Educational Multimedia and Hypermedia Vol. 25, No. 3 (July 2016) pp. 251–268
Improving in-service teacher education is paramount to improving student learning outcomes, and while research in this area typically examines formal teacher learning opportunities, emerging research indicates that teachers also engage in informal...
Journal of Educational Multimedia and Hypermedia Vol. 27, No. 1 (January 2018) pp. 43–62
This case study utilized the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra & Koehler, 2006) as a lens to examine the instructional strategies of four English as a second language (ESL) teachers and their...
Educational Technology Research and Development Vol. 62, No. 3 (June 2014) pp. 367–384
A qualitative study of math and science teachers at two middle schools identifies how their system for learning to integrate technology into their teaching goes beyond what school leaders typically consider when planning for teachers' learning. ...
British Journal of Educational Technology Vol. 49, No. 3 (May 2018) pp. 427–438
This mixed methods study examined teachers' perceptions and uses of digital badges received as recognition of participation in a professional development program. Quantitative and qualitative survey data was collected from 99 K-12 teachers who were...
Learning to Teach Online: A Systematic Review of the Literature on K-12 Teacher Preparation for Teaching Online
Distance Education Vol. 37, No. 3 (2016) pp. 333–348
There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary...
Journal of Educational Multimedia and Hypermedia Vol. 26, No. 3 (July 2017) pp. 217–229
Maker culture is part of a burgeoning movement in which individuals leverage modern digital technologies to produce and share physical artifacts with a broader community. Certain components of the maker movement, if properly leveraged, hold promise...
International Journal of Information and Learning Technology Vol. 34, No. 5 (2017) pp. 428–438
Purpose: The purpose of this paper is to examine a cohort of educators' perspectives of a semester-long maker-based university course. Design/methodology/approach: This qualitative study utilized participants' weekly and end-of-semester written...
Preservice and Early Career Teachers' Preconceptions and Misconceptions about Making in Education
Journal of Digital Learning in Teacher Education Vol. 34, No. 1 (2018) pp. 31–42
This qualitative study examined preservice and early career teachers' preconceptions and misconceptions about making in education. Eighty-two preservice and early career teachers participated in brief, one-time maker workshops, then wrote...