Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., Lei, K., Mong, C. (2007). Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study. Journal of Computer-Mediated Communication: JCMC, 12(2), 412–433. This is an exploratory study that has been designed around the premise that “Student discussion has been … Continue reading Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study
Misha, P., Koehler, M.J. (2006). Technology pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054. Misha and Koehler introduce a conceptual framework called TPCK (Technological Pedagogical Content Knowledge). This is a framework for the integration of technology into teacher knowledge through training, education, and teachers’ professional development. The … Continue reading Technology pedagogical content knowledge: A framework for integrating technology in teacher knowledge.
Falcinelli, F. & Gaggioli, C. (2016). The use of video in educational research and teacher training in the digital classroom. Research on Education and Media, 0(0), pp. -. Retrieved 7 Oct. 2016, from doi:10.1515/rem-2016-0003 The authors begin by discussing the effectiveness of digital tools in the classroom. It is stated that students will be able … Continue reading The use of video in educational research and teacher training in the digital classroom
Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A Project-based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-Solving Competence and Learning Achievement. Educational Technology & Society, 15 (4), 368–379. Hung, Hwang, and Huang start by claiming that project-based learning (PBL) is a model that promotes self-regulated learning among students through the construction of knowledge … Continue reading A Project-based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-Solving Competence and Learning Achievement
Kuiper, E., Volman, M., & Terwel, J. (2005). The Web as an information resource in K–12 education: Strategies for supporting students in searching and processing information. Review of Educational Research, 75, 285–328. Kuiper, et al. discuss how internet use and the WWW, in particular, has increased in our K–12 school system. “The Web is increasingly … Continue reading The Web as an information resource in K–12 education: Strategies for supporting students in searching and processing information.
Hoepfl, M. C. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education, 9, 47–63. The author discusses the difference between qualitative and quantitative research and the differences in the types of findings produced from each. The qualitative method is discussed in depth as a better research design for educational technology. … Continue reading Choosing Qualitative Research: A Primer for Technology Education Researchers
Tondeur, J., van Braak, J., Ertmer, P.A. et al. Education Tech Research Dev (2016). doi:10.1007/s11423-016-9481-2 The authors performed a study using a meta-aggregative approach to synthesize data about teachers' pedagogical beliefs and the use technology in the classroom. This was performed through an article search that met these criteria. The search was restricted to the period … Continue reading Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence
Roblyer, M. D. (2005). Educational Technology Research That Makes a Difference: Series Introduction. Contemporary Issues in Technology and Teacher Education. 5(2), 192-201. In this article, the author describes the need for a series of articles demonstrating the benefits of technology in the classroom. An introduction to the purposes for the series including the pillars of good … Continue reading Educational Technology Research That Makes a Difference: Series Introduction
Sawyer, R. K. (2006). The Cambridge Handbook of the Learning Sciences(p. 1-16). Chapter 1 introduction: The new science of learning. In R. K. Sawyer (Ed.). New York: Cambridge University Press In this book Sawyer discusses how instructionism was the prevailing method for teaching but is now a failing method. The reading states that the new … Continue reading The Cambridge Handbook of the Learning Sciences