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Student-Centered, Technology-Rich Learning Environments (SCenTRLE): Operationalizing Constructivist Approaches to Teaching and Learning
Journal of Technology and Teacher Education Vol. 10, No. 4 (2002) pp. 497–537
This article presents a model for designing student-centered, technology-rich learning environments (SCenTRLE). The model helps educators operationalize constructivist and student- centered approaches to teaching and learning by delimiting eight ...
Building Blocks for Information Architects: Teaching Digital Media Production Within an Instructional Design Program
Journal of Educational Multimedia and Hypermedia Vol. 13, No. 3 (July 2004) pp. 265–281
An analysis of an introductory multimedia production course for pre-service instructional design professionals was conducted at a large Midwestern university to determine if and how students’ attitudes toward instructional media production was...
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 1 (March 2010) pp. 145–166
This study examined teacher-learners’ reflections about the use of video production in their K-12 classrooms for evidence of content learning, the factors facilitating teacher use of video production, and the challenges teachers reported. Findings...
“Second Generation” E-Learning: Characteristics and Design Principles for Supporting Management Soft-Skills Development
International Journal on E-Learning Vol. 6, No. 2 (April 2007) pp. 157–185
This article develops the concept of "second generation" e-learning as a new paradigm for thinking about online learning. Whereas "first generation" approaches have been effective for developing technical skills, the same approach has not proven...
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 3 (September 2009) pp. 316–336
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of GeoThentic is grounded on the technology, pedagogy, and ...
Group Interaction and Student Questioning Patterns in an Instructional Telecommunications Course for Teachers
Journal of Computers in Mathematics and Science Teaching Vol. 15, No. 4 (1996) pp. 353–382
The purpose of this study was to examine group interactions and students' questioning patterns in a university course that was conducted largely through using an electronic network as an instructional medium. Twenty-one students, two instructors, 12 ...
Incorporating Competency-based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design
International Journal on E-Learning Vol. 9, No. 4 (October 2010) pp. 529–548
This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to...
International Journal on E-Learning Vol. 6, No. 3 (July 2007) pp. 455–474
The authors analyzed online interactions in hybrid and blended courses to: (a) investigate if constructs from micro-sociology, such as self-talk, norms, and front-back-stage performance, provide a theoretical context for online interaction, and (b)...
Problem-Based Multimedia Software for Middle Grades Science: Development Issues and an Initial Field Study
Journal of Computers in Mathematics and Science Teaching Vol. 21, No. 2 (2002) pp. 147–165
Recent advances both in the understanding of how students' learn (e.g., Bransford, Brown, & Cocking, 1999) and information technology have allowed several researchers to develop multimedia-based science instructional environments for students (Linn, ...
Pedagogy First! Making Web-Technologies Work for Soft Skills Development in Leadership and Management Education
Journal of Interactive Learning Research Vol. 20, No. 2 (April 2009) pp. 129–155
Most will agree that the use of Internet to support teaching and learning has become a mainstay of management education with the widespread use of online content, discussion boards, document sharing, email, virtual classrooms, etc. But, whether it...
AACE Journal Vol. 16, No. 2 (April 2008) pp. 203–233
The use of podcasting has grown exponentially. Research projects are racing to keep up with this growth to understand implications for learning and instruction. This project specifically attempts to understand if the use and development of podcasts...
Topics: Teachers, Distance Education, Cognition, Training, Interaction, Computers, Community, Mathematics, Accessibility, Integration, Assessment, Instructional Design, Educational Technology, Literacy, Culture, Standards, Children, Science, Curriculum, Professional Development, eLearning, Attitudes, Evaluation, Software, Multimedia, Internet, Virtual Environments, Students, Library, Middle School Education, Legal Issues, Information Sciences, Physical Environments, Planning, Research Methods, Social Sciences, Socialization, Schools, Navigation, Learning Objects, Collaboration, Competencies, Communication, Leadership, Graphics, Teaching Methods, Instructional Materials, Computer Sciences, Classrooms, Behavior, Databases, English Language Arts, Inclusive Education, Information Communication Technologies, Health, Government, Ethical Issues, Tutoring, Audio, Creativity, Multicultural Education, Human Computer Interaction
Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology
Journal of Technology and Teacher Education Vol. 17, No. 3 (July 2009) pp. 393–418
Keeping-up with progressing technology tools has been a troublesome issue for educational technology instructors for over ten years as they endeavor to prepare beginning teachers to integrate technology in their future classrooms. This paper...
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 161–182
The purpose of this paper is to introduce a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K–12 classrooms. Based on studies in teacher education, learning theory, and technology...
Teaching Computers to Tell Learning Stories: Using Critical Narrative Theory to Frame Design and Evaluation Strategies for Online Educational Experiences
Journal of Educational Multimedia and Hypermedia Vol. 13, No. 1 (January 2004) pp. 47–72
Through a critical analysis of Classroom Connect?s Quest experiences from 1998-2002, this study provides a framework for using narrative theory to guide the design and evaluation of educational multimedia and online education. Narrative theory,...
Journal of Interactive Learning Research Vol. 20, No. 1 (January 2009) pp. 55–74
Several studies have shown the complexities that teachers faced when planning for instruction in technology enhanced learning environments (TELE). Although classroom-oriented instructional development (ID) models have the potential to help teachers...
Journal of Computers in Mathematics and Science Teaching Vol. 27, No. 1 (January 2008) pp. 19–46
This article examines how teachers decide what technologies to use in their classrooms and what they expect to gain from adopting technology. Observation, interviews, and document collection were used to collect data as a part of a research project...
Topics: Professional Development, Secondary Education, Teaching Methods, Integration, Mathematics, Change, Educational Technology, Multimedia, Instructional Design, Teachers, Middle School Education, Students
International Journal on E-Learning Vol. 9, No. 1 (January 2010) pp. 51–77
This study describes the design, implementation, and analysis of three related surveys launched to investigate E-Learning in undergraduate humanities classes at a public technological research university. Examined are the independent variables of...
Journal of Interactive Learning Research Vol. 21, No. 4 (October 2010) pp. 483–513
Adventure learning (AL) provides learners with opportunities to explore real-world issues through authentic learning experiences within collaborative online learning environments. This paper reports on an AL program, designed using Keller’s ARCS...
Information Technology in Childhood Education Annual Vol. 2001, No. 1 (2001) pp. 45–55
Today's children have been altered tremendously by the tech-nological revolution, but that same technology has yet to make a significant impact on our educational system. Educa-tors have begun to question how to best educate students who have grown...
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 3 (September 2010) pp. 338–359
The integration of technology into preservice teacher education continues to be emphasized as important. The hope is that if future teachers obtain technology skills they will design meaningful technology-mediated learning experiences for their...
The Soft-skills Learning Triangle: A Learning Model for Supporting Online Management & Leadership Development
Journal of Interactive Learning Research Vol. 21, No. 4 (October 2010) pp. 437–463
The purpose of this paper is to present the Soft-skills Learning Triangle (SLT) – a model created to help coaches, mentors, and educators understand how web-technologies can be used to support management learning and soft-skills development. SLT...
Journal of Educational Multimedia and Hypermedia Vol. 15, No. 2 (April 2006) pp. 175–198
** Invited as a paper from ED-MEDIA 2004 ** Emerging from e-learning, mobile learning is going to be a significant next wave of learning environments. This is an evolving research area and many issues regarding mobile learning have not yet been...
Investigating Student Attitudes Toward a Synchronous, Online Graduate Course in a Multi-User Virtual Learning Environment
Journal of Technology and Teacher Education Vol. 16, No. 1 (2008) pp. 5–34
This article describes a graduate distance education course at North Carolina State University, which combined science content and pedagogy with video game design. The course was conducted entirely in a synchronous, online, Virtual Learning...
Topics: Information Communication Technologies, Virtual Environments, Distance Education, Interaction, Community, Instructional Design, Learning Objects, Games, Creativity, Human Computer Interaction, Science, Attitudes, Collaboration, Communication, Curriculum
Journal of Computers in Mathematics and Science Teaching Vol. 19, No. 3 (2000) pp. 211–236
Researchers continue to argue that more research is needed con-cerning how teachers actually integrate instructional technology into their curriculum. This qualitative study examined the incor-poration of interactive multimedia science software into ...