This week I read five articles and will discuss the articles I read deeply. The first, by Mishra & Koehler (2007), was entitled Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. The second, by Niess, vanZee, & Gillow-Willes (2011), was entitled “Knowledge growth in teaching mathematic/science with spreadsheets: Moving PCK to […]
EDU800 – Week Seven Read More »
This week I read five articles, three of which I will cover here. They were authored by Hung, Hwang, & Huang (entitled, A project-based digital storytelling approach to improving students’ learning motivation, problem-solving competence and learning achievement), Kay (entitled, Exploring the use of video podcasts in education: A comprehensive review of the literature), Schwartz &
This week I read four articles for EDU800. The first, Measuring cognitive and metacognitive regulatory processes used during hypermedia learning: Issues and challenges, was written by Azevedo, Moos, Witherspoon, & Chauncey (2010). The second, A design framework for educational hypermedia systems: Theory, research, and learning emerging scientific conceptual perspectives, was written by Jacobsen (2008). The
EDU800 – Week Five Read More »
This week I read four articles about educational technology research by Salomon & Perkins (2005), Barron (2006), Clark (1994), and Kozma (1994). The first, by Salomon & Perkins, focused on whether or not technology necessarily makes us “smarter” and stood out in its effects of, with, and through technology. The second, by Barron, focused on
EDU800 – Week Three Read More »
This week I read articles by Berliner (2002), Labaree (2003), Gutierrez & Penuel (2014), Shulman (1981), and White et al (2025). Like last week, the articles seem to build on one another. I will review them in the order I read them. First, in the Berliner (2002) article, the author describes social science as a
