Reading, Languager Arts and Literacy

Kathryn Matthew

Society for Information Technology & Teacher Education International Conference 2002 (2002) p. 1866

Section Introduction, hence no abstract.

Using a Newton MessagePad in the Classroom

Kathryn I. Matthew

Society for Information Technology & Teacher Education International Conference 1997 (1997) pp. 720–724

The cover story of the March/April 1996 issue of Electronic Learning was “New Teachers: Unplugged - Why schools of education are still sending you staff you’ll have to train in technology” (Barksdale, 1996). One of the reasons for this is that...

Using ISTE Guidelines to Assess Students' Perceptions of Computer Literacy Learning

Kathryn I. Matthew

Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 841–845

The International Society for Technology in Education (ISTE) has developed a set of content guidelines to be incorporated into courses for initial computer/technology literacy certification. The three major instructional areas addressed in the...

The Promise and Potential of Cd-Rom Books

Kathryn I. Matthew

Society for Information Technology & Teacher Education International Conference 1996 (1996) pp. 148–151

Students of all ages become entranced by CD-ROM books. Their faces light up and their eyes grow large as the computer screen comes to life. Squeals of delight, laughter, and furrowed brows of concentration indicate that students are absorbed in...

The Implementation of Technology into a Language Arts Methods Course: User Response to Stages of Writing Development

Kathryn I. Matthew

Society for Information Technology & Teacher Education International Conference 1995 (1995) pp. 107–109

Research shows that integrating technology into preservice teacher education classes increases the probability that the students will use technology in their own classrooms (Gooler, 1989; Johnson and Harlow, 1993;

Using CD-ROMs in the Language Arts Classroom

Kathryn I. Matthew

Computers in the Schools Vol. 12, No. 4 (1996) pp. 73–81

Discusses the use of CD-ROMs in elementary and secondary language arts classrooms. Highlights include increased reading achievement; student attitudes; changes in the curriculum and in the roles of students and teachers; children's books and...

Cultural Accessibility in Online Courses

Rebecca Callaway; Kathryn Matthew

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2205–2209

The culture of the instructional designer and the instructor impact the organization, the content, and the activities in online courses. When students from diverse cultures enroll in the courses, there is the potential for a mismatch between their...

Topics: Implementation Examples & Issues, Social & Cultural Issues, Instructional Design

The Impact of CD-ROM Storybooks on Children’s Reading Comprehension and Reading Attitude

Kathryn I. Matthew

Journal of Educational Multimedia and Hypermedia Vol. 5, No. 3 (1996) pp. 379–394

This study examined the influence of CD-ROM storybooks on the reading comprehension and attitudes toward reading of 37 matched pairs of third graders. Comprehension was measured using story retelling and open-ended question. The results indicated...

Topics: Attitudes, Students

Using ISTE Guidelines to Assess Students' Perceptions of Computer Literacy Learning

Kathryn I. Matthew

Society for Information Technology & Teacher Education International Conference 1997 (1997) pp. 841–845

The International Society for Technology in Education (ISTE) has developed a set of content guidelines to be incorporated into courses for initial computer/technology literacy certification. The three major instructional areas addressed in the...

Wiki as a Collaborative Learning Tool

Kathryn Matthew; Rebecca Callaway

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 2678–2683

Wikis have the potential to be powerful collaborative learning tools as communities of learners come together to create knowledge and share information. Thirty-two language arts methods students collectively researched and added content to a class...

Topics: Students, Research Methods, Languages, Collaboration

Faculty Adoption of Technology: Stages of Concern

Kathryn I. Matthew

Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 345–348

Louisiana Tech University Louisiana Tech University Louisiana Tech University Multimedia, pentium computers with Windows95, Microsoft Office, and Internet access can be overwhelming for education faculty who are accustomed to using IBM PS2 Model 30...

Cultural Accessibility in Online Courses

Rebecca Callaway; Kathryn Matthew

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 549–554

Exploring the impact of the five value dimensions of cultural differences (Hofstede, 1983a, 1983b, 1986, 1988; Hofstede & Bond, 1988) on transnational learning provides insights for instructors and instructional designers responsible for developing...

Topics: Instructional Design, Accessibility, Social & Cultural Issues

Using a Newton MessagePad in the Classroom

Kathryn I. Matthew

Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 720–724

The cover story of the March/April 1996 issue of Electronic Learning was “New Teachers: Unplugged - Why schools of education are still sending you staff you’ll have to train in technology” (Barksdale, 1996). One of the reasons for this is that...

Faculty Teaching Faculty: A Matter of Trust

Elizabeth Stephens; Kathryn Matthew

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2111–2115

The primary aim of the Viewing and Doing Technology (VDT) Project was to situate field-based secondary preservice teachers in a learning environment in which university faculty demonstrated skillful teaching with technology and offered students...

Topics: Teachers, Faculty, Professional Development, Computer Sciences

Student Responses to Online Course Materials

Kathryn I. Matthew; Gita Varagoor

Journal of Research on Computing in Education Vol. 33, No. 5 (2001)

This study gathered and analyzed feedback from graduate students regarding their use of the Internet to complete certain research course assignments. Findings indicate that the majority of students had a positive experience using the Internet, both...

Ebooks and Literacy in K-12 Schools

Emese Felvegi; Kathryn I. Matthew

Computers in the Schools Vol. 29, No. 1 (January 2009) pp. 40–52

In this article the authors present a review of literature from multiple disciplines pertaining to using eBooks in the classroom in order to understand the underlying literacy and technology related issues and challenges. eBooks brought about...

Learning Course Content by Creating a Wiki

Kathryn I. Matthew; Emese Felvegi

TechTrends: Linking Research and Practice to Improve Learning Vol. 53, No. 3 (May 2009) pp. 67–73

In this article, students' perceptions of the benefits and the challenges of creating a wiki for a language arts methods class are explored through their online reflections and interview transcripts. The students' own words describe their...

Model Technology Classrooms in Teacher Education

Kathryn Matthew; Kimberly Kimbell-Lopez

Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 12–15

Model technology classrooms at the university and in local schools provide preservice teachers with opportunities to see technology use modeled and to practice teaching with technology. Observing technology being used in classrooms and teaching...

Topics: Classrooms, Teachers

EDUC 541 Goes On-line

Kathryn I. Matthew; Gita Varagoor

Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 1764–1769

This paper focuses on graduate students' responses and reflections on the required use of the Internet to complete assignments for an on campus research course. Students' responses to feedback forms, email assignments, and conversations with the...

Topics: Students, Internet

Online Solitude: A Lack of Student Interaction

Kathryn Matthew; Rebecca Callaway; Christie Matthew; Josh Matthew

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 734–739

This exploratory study examines the experiences of three graduate students participating in online learning classes that were not designed to include student interactions. Research on the design of online learning environments examines the...

Topics: Students, Interaction

Preservice Teachers' Navigations through HyperCard Stacks: Responses to the Stages of Writing Development

Nancy L. Williams; Kathryn I. Matthew

Journal of Computing in Childhood Education Vol. 6, No. 1 (1995) pp. 25–41

Assessed preservice teachers' responses to information about the process of writing via HyperCard stacks. Subjects were provided with the opportunity to examine children's writing development by viewing samples of their early writing, invented...

From Storybooks to Computers: Preservice Teachers Responses to Electronic Dialogue

Nancy L. Williams; Kathryn I. Matthew

Society for Information Technology & Teacher Education International Conference 1996 (1996) pp. 165–167

Not available.

Blackboard Options for Culturally Accessible Online Courses

Rebecca Callaway; Kathryn Matthew; Emese Felvegi

EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014)

Differences in cultural backgrounds between the instructional designer and the instructor and the students enrolled in online classes, creates a potential for misunderstandings. Differences in language and communication as well as differences in...

Topics: pedagogical issues, Teaching/Learning Strategies, International Challenges

Motivating Students to Read Assigned Materials Using a Wiki – Two Years in Review

Kathryn Matthew; Emese Felvegi; Rebecca Callaway

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3110–3114

Collaborating with their classmates to create a class wiki motivated students to complete assigned readings. Over the course of four semesters, 75 undergraduate and graduate students contributed content to a class wiki. Data collection included...

Collaborative Learning Using a Wiki

Kathryn Matthew; Emese Felvegi; Rebecca Callaway

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1260–1265

Wikis have the potential to be powerful collaborative learning tools as communities of learners come together to create knowledge and share information. Thirty-two language arts methods students collectively researched and added content to a class...

e-Books on Campus

Kathryn Matthew; Emese Felvegi; Rebecca Callaway

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2755–2760

This paper examines research related to university students’ and faculty members’ preferences and experiences using eBooks for classroom learning and for library investigations. Included is an exploration of how eBooks are used for learning and as...

Faculty-Teaching-Faculty: A Model for Encouraging Teacher Educators To Integrate Technology in Instruction

Liz C. Stephens; Thomas Mandeville; Kathryn Matthew

Annual Meeting of the American Educational Research Association 2002 (April 2002)

This paper describes the implementation and assessment of a unique model of professional development for teacher educators. Southwest Texas State University's (SWT's) College of Education graduates and certifies more teachers than any other...

Faculty Development: Key to the Integration of Technology in Teacher Preparation

Blanche O'Bannon; Kathryn I. Matthew; Lajeane Thomas

Journal of Computing in Teacher Education Vol. 14, No. 4 (1998) pp. 7–11

Most preservice programs do not adequately prepare students for using technology in instruction. University faculty must model technology use and integrate it throughout the program. This requires significant change in many teachers' instructional...

SimRiver: Environmental Modeling Software for the Science Classroom

Jeannette Hoffer; Shigeki Mayama; Kristin Lingle; Kathryn Conroy; Matthew Julius

Science Scope Vol. 34, No. 5 (January 2011) pp. 29–33

While students may acknowledge the impact that land use and development have on our environment, they do not necessarily understand the relationship between human activities and ecosystem responses. Therefore, the nature of the relationships leaves...

Technology and Reading Achievement – Implications of the Progress in International Reading Literacy Studies (PIRLS)

Emese Felvegi; Kathryn Matthew; Rebecca Callaway; Balázsi Ildikó

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1429–1432

Abstract: The Progress in International Reading Literacy Study (PIRLS) provides international indicators of student achievement and investigates trends in reading literacy skills of fourth-grade students. The authors provide a brief summary of the...

With a Little Help from Your Students: A New Model for Faculty Development and Online Course Design

Punya Mishra; Matthew J. Koehler; Kathryn Hershey; Lisa Peruski

Annual Meeting of the American Educational Research Association 2002 (April 2002)

Institutions of higher education must find ways to develop the expertise needed to teach in the online world. Rather than address the technology as a separate set of skills that can be addressed separately through workshops, this paper makes the...

With a little help from your students: A new model for faculty development and online course design

Matthew Koehler; Kathryn Hershey; Lisa Peruski; Punya Mishra

Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 688–692

We describe an approach to faculty development that brings together senior education faculty and graduate students to design online learning environments. This approach forces course designers to confront beliefs about what constitutes good teaching,...

Topics: Educational Technology, Faculty, Students

Wiki as a Collaborative Learning Tool in a Language Arts Methods Class

Kathryn I. Matthew; Emese Felvegi; Rebecca A. Callaway

Australian Educational Computing Vol. 27, No. 1 (September 2012) pp. 39–47

The purpose of this study was to determine how contributing to a class wiki affected the learning of pre-service teachers enrolled in a language arts methods class. Participants included 37 preservice teachers enrolled in three sections of a field...

Wiki as a Collaborative Learning Tool in a Language Arts Methods Class

Kathryn I. Matthew; Emese Felvegi; Rebecca A. Callaway

Journal of Research on Technology in Education Vol. 42, No. 1 (2009) pp. 51–72

The purpose of this study was to determine how contributing to a class wiki affected the learning of preservice teachers enrolled in a language arts methods class. Participants included 37 preservice teachers enrolled in three sections of a field...

Minorities and Mainstream Culture: Does a Technology Gap Exist?

Lamar Wilkinson; Walter Buboltz; James Cook; Kathryn Matthew; Debra Thomas

Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 2514–2519

The current technological revolution occurring in society is making vast amounts of information and opportunities available, but only for those who have the ability to obtain and make use of it. With the tremendous technological changes occurring ...

With a Little Help From Your Students: A New Model for Faculty Development and Online Course Design

Matthew J. Koehler; Punyashloke Mishra; Kathryn Hershey; Lisa Peruski

Journal of Technology and Teacher Education Vol. 12, No. 1 (2004) pp. 25–55

Institutions of higher education are faced with the challenge of developing faculty who are ready, willing, and able to teach online. Standard approaches towards faculty development often miss the dynamic and complex relationship between content,...

Topics: Faculty, Educational Technology

Is the Movie Better than the Book? Differences in Engagement and Delayed Recall of Video and Text Cases in Science

Kathryn Dirkin; Aman Yadav; Michael Phillips; Matthew Koehler; Katie Hilden; Mary Lundeberg

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 4196–4201

Abstract: In this investigation we assessed whether different formats of media influenced participants' engagement and recall of narrative cases of people diagnosed with HIV/AIDS. For each of the personal case-narratives used in the study, we...

Topics: Instructional Design, Video, Instructional Materials

Faculty Technology Coaches

Rebecca Callaway,; Catherine Letendre; Kimberly Kimbell-Lopez,; Kathryn Matthew; Elizabeth Stephens

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2023–2028

The purpose of this research was to examine the benefits of one-on-one mentoring for technology coaches and teacher preparation faculty as they learned to use technology. Participants included 33 teacher preparation faculty and 14 technology...

Topics: Faculty, Educational Technology, Teachers

"I Forgot I Wasn't Saving the World": The Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

Kathryn L. Lookadoo; Eryn N. Bostwick; Ryan Ralston; Francisco Javier Elizondo; Scott Wilson; Tarren J. Shaw; Matthew L. Jensen

Journal of Science Education and Technology Vol. 26, No. 6 (2017) pp. 597–612

This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an...