Observational measures of Technological, Pedagogical, Content Knowledge (TPACK) in the integration of laptop computers in elementary writing instruction

Julie Mueller

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3907–3910

Technological Pedagogical Content Knowledge (TPACK) of teachers involved in laptop integration was examined through qualitative analysis of planning meetings, interviews, and instructional observations. Teachers were implementing laptops in writing ...

Walk the Talk: Developing TPACK in Teachers through a Graduate Course on Integrating Technology, Pedagogy, and Content

Julie Mueller

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) p. 788

The integration of emerging technologies and their application to innovative pedagogy often begins with an individual teacher who has a passion for teaching and learning, and is willing to take risks to make it happen. In an effort to expand this...

Topics: Technological, Pedagogical Content Knowledge, Graduate Education & Faculty Development, Technology Leadership

Integrating Technology in Pre-Service Teacher Education through Peer Assisted Just-in-Time Support

Julie Mueller

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4420–4421

This study investigates the integration of technology and the creation of TPACK in pre-service teachers through examination and evaluation of an in-house approach utilizing peer support and just-in-time instruction. The round table will briefly...

Computer implementation in education: Hearing the educator's voice

Julie Lynn Mueller

(2003) pp. 1–134

Computer technology is pervasive in education systems around the world. Although computers are now available in almost every school, that presence has not guaranteed the use of computers as part of the instructional repertoire of educators. This...

Patterns in Successful Integration of Technology: What Makes a Difference?

Julie Mueller; Eileen Wood

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4121–4127

Qualitative answers from a comprehensive survey of 185 elementary and 204 secondary teachers were analyzed to identify the barriers and supports to successful integration of computer technology and to compare patterns of themes between “high...

Course by Design in a TPACK Context: A Learner Centred Model for Designing Digital Instruction

Julie Mueller; Ketki Yennemadi

Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2246–2251

The COVID19 pandemic has created an opportunity for deep and expansive reflection on the way we learn, and a need to alter the design and structure of educational programs and courses (Baran & Al Zoubi, 2020). The digital and remote context of...

Topics: Instructional Design, Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies

An examination of K-12 teachers’ educational experiences and subsequent learning outcomes related to classroom integration of global competencies.

Emily Krysten Spencer-Mueller; Julie Mueller; Karin Archer

Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 1632–1637

The installation of global competencies within school systems is being prioritized as essential for developing adaptive, lifelong learners that will be successful in a rapidly changing labour environment. While students typically remain at the...

Topics: Science Education, Teaching and Learning with Emerging Technologies, Universal Design for Learning

Three Perspectives on Technological Pedagogical and Content Knowledge: Framing Technology Education using TPACK

Figg Candace; Jaipal Kamini; Julie Mueller

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4297–4299

There is a need to explore teacher knowledge related to teaching with technology to better prepare teachers for successfully integrating technology into their daily instructional practices. Technology teacher educators have been using a variety of...

Three Perspectives on Technological Pedagogical and Content Knowledge: Framing Technology Education using TPACK

Candace Figg; Jaipal Kamini; Mueller Julie

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 926–928

There is a need to explore teacher knowledge related to teaching with technology to better prepare teachers for successfully integrating technology into their daily instructional practices. Technology teacher educators have been using a variety of...

Integrating Computer Technology in Early Childhood Education Environments: Issues Raised by Early Childhood Educators

Eileen Wood; Jacqueline Specht; Teena Willoughby; Julie Mueller

Alberta Journal of Educational Research Vol. 54, No. 2 (2008) pp. 210–226

The purpose of this study was to assess the educators' perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups....

Assessing Adult Student Reactions to Assistive Technology in Writing Instruction

Julie Mueller; Eileen Wood; Jen Hunt; Jacqueline Specht

Adult Basic Education and Literacy Journal Vol. 3, No. 1 (2009) pp. 13–23

The authors examined the implementation of assistive technology in a community literacy centre's writing program for adult learners. Quantitative and qualitative analyses indicated that (a) software and instructional methods for writing must be...

Examining Mobile Technology in Higher Education: Handheld Devices in and out of the Classroom

Julie Mueller; Eileen Wood; Domenica De Pasquale; Ruth Cruikshank

International Journal of Higher Education Vol. 1, No. 2 (2012) pp. 43–54

This study followed an innovative introduction of mobile technology (i.e., BlackBerry® devices) to a graduate level business program and documented students' use of the technology from the time students received the devices to the end of their first ...

Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration

Julie Mueller; Eileen Wood; Teena Willoughby; Craig Ross; Jacqueline Specht

Computers & Education Vol. 51, No. 4 (December 2008) pp. 1523–1537

Given the prevalence of computers in education today, it is critical to understand teachers’ perspectives regarding computer integration in their classrooms. The current study surveyed a random sample of a heterogeneous group of 185 elementary and...

Language: English

Evaluating Teacher’s Support Requests When Just-In-Time Instructional Support Is Provided to Introduce a Primary Level Web-Based Reading Program

Eileen Wood; Alissa Anderson; Noella Piquette-Tomei; Robert Savage; Julie Mueller

Journal of Technology and Teacher Education Vol. 19, No. 4 (October 2011) pp. 499–525

Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 ½ month period while implementing a novel reading software program as part of...

Fast searching for information on the Internet to use in a learning context: The impact of domain knowledge

Teena Willoughby; S. Alexandria Anderson; Eileen Wood; Julie Mueller; Craig Ross

Computers & Education Vol. 52, No. 3 (April 2009) pp. 640–648

The purpose of the study was to examine the role of domain knowledge when retrieving and using information from the Internet as a resource for essay tasks, as well as to investigate the quality of Internet searches and its relation to essay...

Language: English

Developing Team Communication Skills in a Fast-Paced Interprofessional Learning Activity

Laura Romito; Richard Jackson; Lisa Maxwell; Carol Clark; Susan Hendricks; Beth Townsend; Mary Mueller; Julie A. Poore; Heather A. McCabe; Gaylen Kelton

Journal of Interprofessional Education & Practice Vol. 1, No. 2 (June 2015) pp. 68–69

Language: English