Search results for author:"Thomas A. Brush"
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Embedding Cooperative Learning into the Design of Integrated Learning Systems: Rationale and Guidelines
Educational Technology Research and Development Vol. 46, No. 3 (1998) pp. 5–18
Examines the research dealing with integrating cooperative-learning strategies and computer-based instruction, and provides guidelines and strategies for designing Integrated Learning System (ILS) instruction that enhances opportunities for...
The Effectiveness of Cooperative Learning for Low- and High-Achieving Students Using an Integrated Learning System
Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (1996)
In recent years, many schools have turned to Integrated Learning Systems (ILSs) to facilitate instruction and assist with raising state standardized test scores. Typically, these ILSs are utilized in a computer lab with students working individually ...
The Effects of Group Composition on Achievement and Time on Task for Students Completing ILS Activities in Cooperative Pairs
Journal of Research on Computing in Education Vol. 30, No. 1 (1997) pp. 2–17
Discusses a computer-assisted instruction study that examined the impact of group composition on student achievement, time on task, and group interactions when completing integrated learning system (ILS) math activities in cooperative pairs. The...
Computers in the Schools Vol. 15, No. 2 (1999) pp. 11–23
Examines the differences in technology planning and implementation among schools in the southeastern United States. Analysis of survey data was conducted in three areas: comparison of technology planning variables by state; ranking of overall...
SITE Forum Discussion: A U.S. Department of Education National Study of Preservice Technology Integration Programs
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5350–5349
The Center for Evaluation and Education Policy in the Indiana University School of Education will partner with a Washington, D.C.-area company for a first-of-its kind, $3.1 million project examining how current and emerging technologies are being...
International Journal of Instructional Media Vol. 27, No. 2 (2000) pp. 157–64
Describes a case study involving the implementation of computer-mediated communications via the Internet linking two university instructional design classes in two different countries. Includes examples from student discussions, demonstrates the...
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors
Computers & Education Vol. 51, No. 1 (August 2008) pp. 318–336
The purpose of this study was to examine the relationships of the students’ perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three ...
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-Generated Online Communities of K-12 Teachers?
Journal of Research on Technology in Education Vol. 41, No. 3 (2009) pp. 279–303
The purpose of this study was to examine reasons for teacher participation in online communities of K-12 teachers. The authors interviewed 23 teachers from three self-generated online communities and analyzed more than 2,000 postings in those...
Design and Delivery of Integrated Learning Systems: Their Impact on Student Achievement and Attitudes
Journal of Educational Computing Research Vol. 21, No. 4 (1999) pp. 475–86
Describes research conducted with students in grades three, four, and five to determine if providing teachers with a wider variety of computer-based resources to integrate with instructional activities would have a positive effect on student...
Using technology-enhanced cases in teacher education: An exploratory study in a social studies methods course
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 78, No. 1 (February 2019) pp. 151–164
The purpose of this case study was to gain insight into pre-service teachers' and an instructor's perceptions and experiences on their uses of technology-enhanced cases in a teaching methods course. Findings demonstrate two different reactions from...
Rural Educator Vol. 28, No. 1 (2006) pp. 9–16
The requirements of the No Child Left Behind Act of 2001 (NCLB) have presented special challenges and opportunities for rural schools (Reeves, 2003). Researchers have suggested that one way rural schools may be able to overcome these challenges is...
Kyungbin Kwon; Suhkyung Shin; Thomas A. Brush; Krista D. Glazewski; Thomas Edelberg; Su Jin Park; Zuheir Khlaif; Hamid Nadiruzzaman; Husa Alangari
Interactive Learning Environments Vol. 26, No. 6 (2018) pp. 839–855
This study examined the types of learning behaviors students demonstrated while performing inquiry tasks. It also explored the relationship between the learning behaviors and students' domain knowledge. We observed fourteen students in five groups...
Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?
Anne T. Ottenbreit-Leftwich; Thomas A. Brush; Jesse Strycker; Susie Gronseth; Tiffany Roman; Serdar Abaci; Peter vanLeusen; Sungwon Shin; Wylie Easterling; Jonathan Plucker
Computers & Education Vol. 59, No. 2 (September 2012) pp. 399–411
Researchers have called for renewed efforts in exploring both what knowledge should be taught in preservice teacher education programs with regard to technology, and how to best prepare teachers to effectively use that knowledge to support teaching...