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Edited by Dr. David J. Ayersman, Mary Washington College, and
Dr. Lynne Schrum, University of Georgia
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| formerly Journal of Research on Computing in
Education |
Volume 35 Number
3 Spring 2003
Using an Information
Problem-Solving Model as a Metacognitive Scaffold
for Multimedia-Supported
Information-Based Problems
Sara Elizabeth Wolf, Thomas Brush, and John
Saye
Thirty-five eighth-grade students in two intact
classes
were asked to write newspaper articles that
summarized the
events surrounding the Selma March during the
African-American
Civil Rights Movement. One class of students
followed the
procedures of the Eisenberg and Berkowitz
Information Problem
Solving (EBIPS) model, while the other followed a
standard
set of guidelines for writing newspaper
articles.
Read
more...
Preservice
Teachers: Are We Thinking with
Technology?
Aaron Doering, Joan Hughes, and Doug
Huffman
This study sought to understand how a group of
preservice
teachers, before and after participating in an
innovative
technology component of a teacher preparation
program, envisioned
the use of technology within their future
classroom.
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more...
Using Cognitive
Tools to Represent Problems
David Jonassen
The premise of this paper is that the key to
problem solving
is adequately representing the problem to be
solved. Most
research has focused on how problems are
(re)presented to
learners. The assumption that those external
representations
naturally map onto learners’ internal
representations of
problems has not been confirmed.
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more...
Be
the Technology:
A Developmental Model for Evaluating Technology
Integration
Steven C. Mills and Robert C. Tincher
We launched a technology professional development
initiative
in a school district with the goal of extending
technology
use in the classroom beyond being a mere teaching
tool.
For teachers to teach expertly, we wanted them to
“be the
technology” by modeling technology use in the
classroom,
applying technology across the curriculum,
applying technology
to problem solving and decision making in
authentic learning
environments, and applying technology to
facilitate collaboration
and cooperation among learners.
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more...
Moments of
Joy: Student Engagement and Conceptual Learning in
the Design
of Hypermedia Documents
Pearl Chen and Diane McGrath
This study examined (a) the nature of student
engagement
(enjoyment, concentration, perceived control,
exploration,
and challenge) in four hypermedia design tasks,
and (b)
the impact of designing hypermedia documents on
students’
conceptual learning.
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more...
Copyright © 2003, ISTE (International Society for Technology
in Education).
All rights reserved.
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