Making the Grade: Reporting Educational Technology and Teacher Knowledge ResearchRobert N. Ronau (University of Louisville, USA) and Christopher R. Rakes (Institute of Education Sciences, USA)
Copyright © 2012. 10 pages.
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DOI: 10.4018/978-1-60960-750-0.ch014 Sample PDFCite
MLA
Ronau, Robert N. and Christopher R. Rakes. "Making the Grade: Reporting Educational Technology and Teacher Knowledge Research." Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. IGI Global, 2012. 323-332. Web. 19 May. 2013. doi:10.4018/978-1-60960-750-0.ch014
APA
Ronau, R. N., & Rakes, C. R. (2012). Making the Grade: Reporting Educational Technology and Teacher Knowledge Research. In R. Ronau, C. Rakes, & M. Niess (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches (pp. 323-332). Hershey, PA: Information Science Publishing. doi:10.4018/978-1-60960-750-0.ch014
Chicago
Ronau, Robert N. and Christopher R. Rakes. "Making the Grade: Reporting Educational Technology and Teacher Knowledge Research." In Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches, ed. Robert N. Ronau, Christopher R. Rakes and Margaret L. Niess, 323-332 (2012), accessed May 19, 2013. doi:10.4018/978-1-60960-750-0.ch014
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  | | TopAbstractThis chapter examines issues surrounding the design of research in educational technology and teacher knowledge. The National Research Council proposed a set of principles for education research that has not been applied consistently to teacher knowledge and education technology research. Although some studies address reliability of measures, few adequately address validity or threats to validity or the trustworthiness of their designs or findings. Special attention is given to the need for explicit connections between the study purpose and guiding theoretical frameworks and previous research. This volume provides examples of studies addressed these design issues and includes a checklist of questions and additional resources to aid future researchers in developing rigorous, scientific research. TopComplete Chapter List
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Reset | 1. |
Margaret L. Niess (Oregon State University)
Technology, pedagogy, and content knowledge (TPACK) is a dynamic lens that describes teacher knowledge required for designing, implementing, and evaluating curriculu...
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| 2. |
Matthew J. Koehler (Michigan State University, USA), Tae Seob Shin (University of Central Missouri, USA), Punya Mishra (Michigan State University, USA)
In this chapter we reviewed a wide range of approaches to measure Technological Pedagogical Content Knowledge (TPACK). We identified recent empirical studies that ut...
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| 3. |
Thomas C. Hammond (Lehigh University, USA), R. Curby Alexander (University of North Texas, USA), Alec M. Bodzin (Lehigh University, USA)
The TPACK framework provides researchers with a robust framework for conducting research on technology integration in authentic environments, i.e., intact classrooms...
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| 4. |
Robert N. Ronau (University of Louisville, USA), Christopher R. Rakes (Institute of Education Sciences, USA)
In this study, we examine the validity of the Comprehensive Framework for Teacher Knowledge (CFTK) through a systematic review and meta-analysis. This model, develop...
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| 5. |
Lynn Bell (University of Virginia, USA), Nicole Juersivich (Nazareth College, USA), Thomas C. Hammond (Lehigh University, USA), Randy L. Bell (University of Virginia, USA)
Effective teachers across K-12 content areas often use visual representations to promote conceptual understanding, but these static representations remain insufficie...
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| 6. |
Erica C. Boling (Rutgers, USA), Jeanine Beatty (Rutgers, USA)
This chapter informs teacher educators and individuals involved in teacher professional development about the tensions that frequently arise when K-12 teachers integ...
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| 7. |
John K. Lee (North Carolina State University, USA), Meghan M. Manfra (North Carolina State University, USA)
To address the myriad effects that emerge from using technology in social studies, we introduce in this chapter the concept of vernaculars to represent local conditi...
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| 8. |
Stephen J. Pape (University of Florida, United States), Karen E. Irving (The Ohio State University, United States), Clare V. Bell (University of Missouri-Kansas City, United States), Melissa L. Shirley (University of Louisville, United States), Douglas T. Owens (The Ohio State University, United States), Sharilyn Owens (Appalachian State University, United States), Jonathan D. Bostic (University of Florida, United States), Soon Chun Lee (The Ohio State University, United States)
Classroom Connectivity Technology (CCT) can serve as a tool for creating contexts in which students engage in mathematical thinking leading to understanding. We theo...
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| 9. |
Christopher J. Johnston (American Institutes for Research, USA), Patricia S. Moyer-Packenham (Utah State University, USA)
Multiple existing frameworks address aspects of teachers’ knowledge for teaching mathematics with technology. This study proposes the integration of several framewor...
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| 10. |
Joseph M. Piro (Long Island University, USA), Nancy Marksbury (Long Island University, USA)
With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in the pre-service c...
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| 11. |
Travis K. Miller (Millersville University of Pennsylvania)
This chapter details a theoretical framework for effective implementation and study of technology when used in mathematics education. Based on phenomenography and th...
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| 12. |
David A. Slykhuis (James Madison University, USA), Rebecca McNall Krall (University of Kentucky, USA)
In this review of recent literature on the use of technology to teach science content, 143 articles from 8 science education journals were selected and analyzed for...
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| 13. |
Irina Lyublinskaya (College of Staten Island/CUNY, U.SA), Nelly Tournaki (College of Staten Island/CUNY, USA)
A year-long PD program was provided to four NYC integrated algebra teachers. The PD comprised of teacher authoring of curriculum that incorporated TI-Nspire™1 techno...
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| 14. |
Robert N. Ronau (University of Louisville, USA), Christopher R. Rakes (Institute of Education Sciences, USA)
This chapter examines issues surrounding the design of research in educational technology and teacher knowledge. The National Research Council proposed a set of prin...
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More details... | $37.50 |
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