Search results for author:"Theodore J. Kopcha"
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Educational Technology Research and Development Vol. 58, No. 2 (April 2010) pp. 175–190
The purpose of this article is to present a systems-based mentoring model of technology integration that follows a research-based path. The model moves teachers through four specific stages of technology adoption toward using technology to support...
Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development
Computers & Education Vol. 59, No. 4 (December 2012) pp. 1109–1121
This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated...
Topics: Professional Development
Learner preferences, prior knowledge, and learner control over practice and examples in computer-based instruction
Learner@preferences, prior@knowledge, and learner control over practice and examples in computer@-based@instruction (2005) pp. 1–119
The purpose of this study was to examine the effects of control type (learner and program control) in computer-based instruction on middle-school students with varying levels of prior knowledge and preference for control. Ninety-nine sixth- and...
The Impact of Technology-Enhanced Student Teacher Supervision on Student Teacher Knowledge, Performance, and Self-Efficacy during the Field Experience
Journal of Educational Computing Research Vol. 45, No. 1 (2011) pp. 49–73
The eSupervision instructional program is a series of five online modules housed in a content management system that support triad members (student teachers, cooperating teachers, university supervisors) during the field experience. The program was...
Student teacher communication and performance during a clinical experience supported by a technology-enhanced cognitive apprenticeship
Computers & Education Vol. 72, No. 1 (March 2014) pp. 48–58
This study is the third in a series of design-based research on a technology-enhanced cognitive apprenticeship (TECA) that uses a variety of technology (e.g. video, discussion boards, performance support) to support triad member activity during the...
Technology Supported Cognitive Apprenticeship Transforms the Student Teaching Field Experience: Improving the Student Teaching Field Experience for All Triad Members
Teacher Educator Vol. 46, No. 1 (2011) pp. 71–88
Despite issues of fragmentation, isolation, and disconnection from the university associated with the student teaching field experience, the field experience plays a critical role in teacher education. In this article, the authors provide an...
Issues in Teacher Education Vol. 18, No. 2 (2009) pp. 31–46
Despite the complex emotional and interpersonal challenges inherent therein, credential students often comment that their student teaching experience had the greatest influence on their development as new teachers. An essential component of teacher...
Educational Technology Research and Development Vol. 55, No. 6 (December 2007) pp. 627–646
This study investigated self-presentation bias in the self-reports of teachers about their practices in six topic areas in educational technology (Instructional Design, Assessment, Learner-Centered Instruction, Curriculum Alignment, Attitudes about...
Educational Technology Research and Development Vol. 56, No. 3 (June 2008) pp. 265–286
This study examined the effects of prior knowledge, learner preference for control, and type of control (learner or program) on the achievement of middle-school students in a computer-based instructional program on adding and subtracting integers....
Educational Technology Research and Development Vol. 64, No. 6 (2016) pp. 1183–1206
This paper presents a design framework for cases as alternative perspectives (Jonassen in Learning to solve problems: a handbook for designing problem-solving learning environments, 2011a) in the context of K-12 mathematics. Using the design-based...
Journal of Technology and Teacher Education Vol. 24, No. 1 (January 2016) pp. 63–85
This study examined whether online discussion of the classroom challenges that preservice teachers face during the field experience can lead to problem solving and if so, how. Drawing upon Horn and Little’s (2010) descriptions of generative...
Computers & Education Vol. 78, No. 1 (September 2014) pp. 87–96
The purpose of this multiple case study was to critically evaluate the Technological Pedagogical Content Knowledge (TPACK) framework by examining the convergent and discriminant validity associated with two popular TPACK measures. Twenty-seven...
TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 5 (2018) pp. 462–472
The purpose of this paper is to clarify the philosophical and methodological variations of phenomenological research methods and their role in the field of educational communication and technology (ECT). Phenomenology is a qualitative research...
Effects of Spatial Ability, Gender Differences, and Pictorial Training on Children Using 2-D and 3-D Environments to Recall Landmark Locations from Memory
Journal of Research on Technology in Education Vol. 47, No. 1 (2015) pp. 1–20
This study examines the effects of spatial ability, gender differences, and pictorial training on fourth grade students' ability to recall landmark locations from memory. Ninety-six students used Google Earth over a 3-week period to locate landmarks ...
TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 1 (2016) pp. 62–69
The purpose of this paper is to present the course design and evaluative data associated with the learning experiences of practicing teachers engaged in a gamified approach to a graduate level course on technology integration. Twenty-two teachers...
British Journal of Educational Technology Vol. 47, No. 5 (September 2016) pp. 945–957
The purpose of this research is to understand faculty perceptions about innovation in teaching and technology in a college of education in a research-intensive university. This study was motivated by the creation of a new initiative begun in a large ...
Professional Learning Networks to Support School Librarians' Development of Instructional Technology Expertise
TechTrends: Linking Research and Practice to Improve Learning Vol. 59, No. 3 (May 2015) pp. 27–40
As K-12 schools increase the presence of and access to technology, the role of school librarians is changing. Many librarians have not been prepared by their colleges and universities for the changes demanded by their jobs. In this article, we...