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by David Passig & Timor Schwartz — 2014
This study used Virtual Reality (VR) technology to simulate conceptual and perceptual analogies and examined their impact on the analogical thinking of kindergarten children enrolled in public education. It compared the effectiveness of immersive 3D VR to better enhance their ability to solve both kinds of analogies with the effectiveness of picture cards and found VR to be more effective.

by Ma. Mercedes Rodrigo, Ryan Baker & Lisa Rossi — 2013
We compared levels of off-task behavior exhibited by students using educational software in the Philippines and the United States. We found that students in the Philippines exhibited significantly less off-task behavior and more gaming the system than students in the United States.

by Jianzhong Xu & Jianxia Du — 2013
The study examines empirical models of variables posited to predict students’ motivation management in online groupwork.

by James Laspina — 2013
The chapter examines John Dewey’s concepts of society and the public in the context of digital technology and its potential to transform society and the moral ethos of the public school. I argue that Dewey’s theory of society and the public, though articulated for an industrial age, are, like his moral vision of social democracy and public education, still of perennial importance as a ethical lens to frame and critique the emerging network society and publics.

by Barbara Means, Yukie Toyama, Robert Murphy & Marianne Baki — 2013
This meta-analysis of the online learning literature includes 50 independent effects from controlled studies that contrasted either purely online or a blend of online and face-to-face instruction with a condition in which all instruction was conducted face-to-face. The meta-analysis found that on average, learners experiencing blends of online and face-to-face instruction learned modestly more than those whose instruction was entirely face-to-face.

by Evrim Baran, Ana-Paula Correia & Ann Thompson — 2013
This article presents a multiple-case study that investigated six different cases of exemplary online teachers and their teaching contexts within a large research university. The findings reveal common exemplary online teaching practices and suggest recommendations for supporting and nurturing successful online teaching in higher education institutions.

by Sara Hennessy, Neil Mercer & Paul Warwick — 2011
This article describes the innovative methodology underpinning a collaboration between university researchers and teachers working together to analyze and develop theory and practice concerning classroom dialogue in the context of technology use. Implications for wider use and adaptation of our coinquiry process and the substantive outcomes are also discussed.

by Katie Davis — 2011
In this article, the author uses the qualitative method of portraiture to explore the tension between the promises and perils associated with digital media in the context of one college student’s daily experiences. The author considers the developmental and social implications of growing up in a digital era, as well as opportunities for educational intervention.

by Kate Pahl — 2011
The study was of a digital storytelling project with a group of families in North Yorkshire. The study explored meaning-making practices across generations using a number of multimodal tools, including drawing, writing, digital audio, still photographs, and moving image media.

by Mary Kalantzis & Bill Cope — 2011
This chapter explores the implications of the new digital media for communicating and representing meaning. The chapter discusses the possible pedagogical responses to this changing context, with particular reference to the work of teachers participating in the Learning by Design project.

by Lalitha Vasudevan — 2011
In this chapter, the concept of multimodal selves is used to explore the literacies of adolescents as researched within the context of two ethnographic studies. Following a discussion of the multimediated terrains of adolescents’ literacies, the chapter concludes with questions for further consideration that emerge from a critical engagement with multimodality in designing literacy pedagogy.

by Donna Alvermann — 2011
This article is an interpretive analysis of recent research that suggests the following: the work of students who self-identify as users and producers of multimodal digital texts is rarely visible to their teachers, institutional contexts for secondary schooling and literacy teacher education may wittingly or unwittingly contribute to this invisibility, and yet, despite this invisibility, classroom teachers, school library media specialists, and teacher educators are increasingly becoming aware of the instructional implications of young people’s uses of multimodal digital texts to construct online literate identities.

by Bronwyn Williams — 2011
This chapter addresses how online multimodal literacy practices are both filtered through and used by popular culture. Through a combination of textual analysis and interviews with first-year university students, the chapter illustrates the intersections of multimodal literacies and popular culture and discusses how they are shaping the ways that identities are constructed and performed in and out of the literacy classroom.

by Sandra Abrams — 2011
This chapter examines intertextual meaning-making across and within virtual and real video game environments, looking to observational and interview data of middle and high school students to illustrate the conflation of real and virtual experiences. The discussion of the associative I/identity helps to distinguish and clarify the interconnected nature of on- and offscreen situated practices that promote meaningful learning

by Kristen Turner — 2011
The language adolescents use in digital spaces often does not adhere to standard written English. Rather, teens experiment in their writing, and the result is digitalk, a complex and fascinating combination of written and conversational languages. This study explores the use of digitalk as an expression of individual identity within a community of norms.

by June Ahn — 2011
This study presents an exploratory, comparative case study of three cyber charter schools. The case analyses introduce new insights concerning educational policy for cyber schools in the areas of authorizers and governance, teacher policy, and student achievement.

by Donna Alvermann, Achariya Rezak, Christine Mallozzi, Michael Boatright & David Jackson — 2011
In this interpretative case study, we examine one prospective science teacher’s reflective practices during an online content literacy course as this teacher struggles to merge the teaching of skills-based instruction (reading) with concept-based instruction (science). In the process, we examine how the discourses emerging from the online content literacy course contradict yet also help to shape the prospective science teacher’s emerging professional identity.

by Daniel McFarland & Eric Klopfer — 2010
This paper describes the educational knowledge domain as having a community structure (form) based in relations of production (authoring) and consumption (referencing), and a cognitive structure (content) based in relations of ideas and concepts. We propose developing an online interactive system whereby the vast array of available knowledge artifacts can be mined for information reflective of these networks, and which can be visualized, measured, and explored over time. Building on the ideas of online communities, network visualizations, e-commerce, and advanced search engines, Scholar Practitioner Information Networks for Education (SPINE) not only facilitates access to education information resources, but also allows the community to view multiple sources of information in a relational context.

by John Collins & Sharon Weiner — 2010
This article calls for the creation of a subdiscipline within the field of education entitled education informatics. Education informatics is the application of technology to discovering and communicating education information.

by Michael Furlough — 2010
Open access is a mode of publication that limits or removes payments, fees, licensing, or other typical requirements for access to research publications or related materials. This article describes open access in more detail, examines its impact on the field of education research, and identifies information management problems that may currently inhibit adoption.

by Jo Ann Carr & Nancy O'Brien — 2010
This concluding article identifies the numerous policy implications of education informatics that are revealed by the other articles in this issue. The design of information systems, the advancement of education informatics, and strategies for anchoring it in within constantly changing technologies are discussed.

by Jo Ann Carr, John Collins, Nancy O'Brien, Sharon Weiner & Carol Wright — 2010
This paper introduces the special issue.

by Kylie Peppler — 2010
This mixed-methods study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.

by Claire Major — 2010
This article presents findings from a qualitative synthesis study that examines faculty experiences with online learning.

by Gadi Alexander, Isabelle Eaton & Kieran Egan — 2010
The article describes three ways in which students’ ready engagement in, and quick learning when playing, electronic games have been assumed to provide useful guidance to educators. The authors argue that the least commonly used mode of inference from gaming to education is the only one to hold out significant promise.

by Sara Hennessy & Rosemary Deaney — 2009
This article describes and reflects on a collaboration between practitioners and researchers engaged in analyzing video recordings of classroom practice through applying and recontextualizing key constructs from sociocultural theory.

by Ernst Rothkopf — 2009
The article proposes the development of a massive, goal-focused information resource, called a pedagogic information system (APIS), for teachers in critical courses. An APIS is seen as a loosely organized, highly redundant collection, in polymorphic digital forms, of explanations, demonstrations, simulations, interactive exercises, problems, examples, elaborations, and integrative expositions, as well as a deep, searchable information base.

by Ursula Franklin — 2008
The previous chapters in Section Three dealt with the general patterns or traditions that humans employ to perceive and organize various facets of the human condition. In this chapter Ursula Franklin argues that all of these attempts are challenged by new computer-based technologies that influence the process of making generalities by changing our sense of time and space.

by Mark Warschauer — 2007
This article analyzes the information literacy and research practices in 10 California and Maine K–12 schools with one-to-one laptop programs. The article demonstrates the extensive benefits of wireless laptops for facilitating student research but also demonstrates how social context shapes approaches to information literacy in the laptop classroom.

by Louanne Smolin & Kimberly Lawless — 2007
Although it is clear that efforts to align teaching and learning to the new affordances of information and communication technologies (ICT) are necessary in order to realize their full pedagogical potential, such reform efforts are extremely challenging, particularly for the teachers and teacher educators who must implement them.

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