Making the Grade: Reporting Educational Technology and Teacher Knowledge Research
Robert N. Ronau (University of Louisville, USA) and Christopher R. Rakes (Institute of Education Sciences, USA)
Copyright © 2012. 10 pages.
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This 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.
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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...
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...
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...
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...