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Education Technology, Teacher Knowledge, and Classroom Impact: Frameworks and Approaches to Research
Sun, April 15, 2:15 to 3:45pm, Sheraton Wall Centre, Floor: Grand Ballroom Level, North Grand Ballroom ASession Submission Type: Symposium
Abstract
This symposium presents strategies to conduct research, a description of the current research field, and an examination of the role of research in guiding practice, focusing on research in education technology and teacher knowledge. The paucity of rigorous evidence (e.g., clearly articulated theoretical frameworks, quality of validity and reliability evidence) available from research that studies education technology and teacher knowledge limits the usefulness of findings for future research and practitioners. The presentations in this symposium include a wide range of research methodologies that can be used in the study of education technology and teacher knowledge and highlight how frameworks and principles of research design can be applied to produce higher quality evidence.
Sub Unit
Chair
Papers
Teacher Knowledge and Education Technology: Two Frameworks to Guide Inquiry - Robert N. Ronau, University of Louisville; Christopher R. Rakes, University of Maryland - Baltimore County; Margaret L. Niess, Oregon State University
How Do We Measure Technological Pedagogical Content Knowledge? Let Me Count the Ways - Matthew J. Koehler, Michigan State University; Punya Mishra, Michigan State University; Tae Seob Shin, Hanyang University
The Effects of Teacher Content Authoring on TPACK (Technological Pedagogical Content Knowledge) and on Student Achievement in Algebra: Research on Instruction With the TI-Nspire Handheld - Irina Lyublinskaya, College of Staten Island - CUNY; Eleni Tournaki, College of Staten Island - CUNY
TPACK (Technological, Pedagogical, and Content Knowledge) Vernaculars in Social Studies Research - John K. Lee, North Carolina State University; Meghan McGlinn Manfra, North Carolina State University
Principles of Effective Pedagogy Within the Context of Connected Classroom Technology: Implications for Teacher Knowledge - Stephen J. Pape, Johns Hopkins University; Karen E. Irving, The Ohio State University; Clare Valerie Bell, University of Missouri - Kansas City; Melissa L. Shirley, University of Louisville; Douglas T. Owens, The Ohio State University; Sharilyn K. Owens, Appalachian State University; Jonathan David Bostic, Bowling Green State University; Soon C. Lee, The Ohio State University
Making the Grade: Reporting Education Technology and Teacher Knowledge Research - Robert N. Ronau, University of Louisville; Christopher R. Rakes, University of Maryland - Baltimore County