Posted by admin @ 1:16 pm, October 25th, 2007
| Artist |
Leslie Hall, Washington State University; Sandra Musanti, University of New Mexico; Clint Fisher, University of Colorado; Don Halquist, State University New York, Brockport |
| Event |
AECT 2006 Convention Podcasts |
| Description |
This presentation covers a meta-analysis of faculty professional development across 30 PT3 grants. Approaches to professional development were determined and clustered for analysis. Major approaches included mentoring, workshops, and institutes. Barriers and insights were identified for each aproach and across all approaches. We conclude that “buying” faculty time is the most effective way to insure participation in professional development. |
| Length |
17:25 |
PT3 Teacher Education Faculty Development: A Meta-analysis [17:25m]:
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Posted by admin @ 1:03 pm, October 25th, 2007
| Artist |
Ronald D. Zellner, Educational Technology Program; Tufan Adiguzel, Texas A&M University; Serkan Ozel, Educational Technology Program
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| Event |
AECT 2006 Convention Podcasts |
| Description |
Digitized video provides properties to enhance data collection and interpretation in a range of research settings. The key to unlocking video’s power is the ability to integrate it to easily manage large sets of files, encode the video content and readily access the data for analysis or transfer to analyses software. This presentation will demonstrate video in both web-based and stand alone applications tapping features that are often unavailable in typical research settings. |
| Length |
15:45 |
Digitized Video Research Tools: Integrated Resources for Data Collection, Content Analyses, and Transcription [15:45m]:
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Posted by admin @ 12:53 pm, October 25th, 2007
| Artist |
Gary J. Anglin, University of Kentucky; James Klein, Arizona State University; Charles M. Reigluth, Indiana University
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| Event |
AECT 2006 Convention Podcasts |
| Description |
In this session, the panel will discuss the question, “What counts as theory in instructional technology?” Issues will include how theory is generated, how it is refined, and how it is validated. |
| Length |
51:35 |
What Counts as Theory in Instructional Technology? [51:35m]:
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Posted by admin @ 12:46 pm, October 25th, 2007
| Artist |
Gary J. Anglin, University of Kentucky; Gary R. Morrison, Old Dominion University |
| Event |
AECT 2006 Convention Podcasts |
| Description |
The use of a particular research methodology should be contingent on the choice of the particular research question or questions that are posed by the researcher. Research studies have been published in Educational Technology Research and Development using various research methodologies. The primary purpose of this study is to identify research trends in educational technology as reflected in the Educational TechnologyResearch and Development journal since its inception in 1953. |
| Length |
18:55 |
Educational Technology Research in ETR&D: Trends in Methodologies Used, 1953-2006 [18:55m]:
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Posted by admin @ 8:54 pm, October 24th, 2007
| Artist |
Qi Li, University of Georgia; Arthur Recesso, University of Georgia; Michael Hannafin, University of Georgia; Peter Rich, University of Georgia; Craig Shepherd, University of Georgia; Ben Deaton, University of Georgia |
| Event |
AECT 2006 Convention Podcasts |
| Description |
Recent research demonstrates the capacity of video technology to capture teaching practice to support teacher professional development (Stigler, 1999; Pea, 2004; Sherin, 2005). The goal of this paper is to introduce how new methodologies are being merged with emerging video technology to further our understanding about how pre-service teacher professional development is influenced by the view of video. The intent is to delineate the methods and tools we develop as support mechanisms for continuous growth and how they influence pre-service teacher self assessment of classroom practices. The research results inform the future design of evidence-based methods and tools utilized for self assessment. |
| Length |
20:40 |
Influences of Video Technology on Pre-service Teacher Self Assessment [20:40m]:
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Posted by admin @ 8:41 pm, October 24th, 2007
| Artist |
Shauna LeBlanc, University of Central Florida; James Hogg, University of Central Florida; Atsusi Hirumi, University of Central Florida
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| Event |
AECT 2006 Convention Podcasts |
| Description |
Storytelling possesses great potential as a tool for facilitating knowledge management. However, little has been done to synthesize related research and literature to maximize its potential. Research questions to be answered include: What is knowledge management? Why does storytelling facilitate knowledge management? And, how can storytelling be applied to uncover tacit knowledge? Examples of success stories of storytelling in knowledge management will be provided and recommendations for future research will be given. |
| Length |
58:55 |
Storytelling: A Practical Method for Facilitating Knowledge Management [58:55m]:
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Posted by admin @ 8:21 pm, October 24th, 2007
| Artist |
Namsoo Shin, University of Michigan; Cathleen Norris, University of North Texas; Elliot Soloway, University of Michigan
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| Event |
AECT 2006 Convention Podcasts |
| Description |
This study explored the impact on students’ science learning of two handheld-based graphical representation tools. The findings of this study indicate that the use of concept mapping and drawing and animation tools contributed to the increase in student achievement in science especially for low performing students regardless of gender. |
| Length |
26:50 |
The Impact of Handheld Representation Tools on Science Learning [26:50m]:
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Posted by admin @ 5:48 pm, October 24th, 2007
| Artist |
Greg Johnson, University of Houston |
| Event |
AECT 2006 Convention Podcasts |
| Description |
The emergence of podcast/vodcast (p/vodcast) has penetrated various facets of mass communication. From audio blogs, to radio to Internet talk shows and education, this subscription-based delivery method has become a popular form of asynchronous content delivery. This session will focus on the various forms of p/vodcasting in a couple of classroom environments. The goal is to discover the students’ preferences of the p/vodcast derivatives as they relate to quality and effectiveness. These characteristics will be based on the analysis of computer server usage log data, student survey data, and the comparison of grade data from previous semesters. |
| Length |
26:55 |
The Investigation of Preference and Quality of Content via Podcasting and Vodcasting Made Available to Students for Instructional Consumption - A Case Study of Maximizing the Quality and Effectiveness of Downloadable Instructional Materials [26:55m]:
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Posted by admin @ 5:37 pm, October 24th, 2007
| Artist |
Stephen Yanchar, Brigham Young University; Bruce Gabbitas, Brigham Young University; Andrew Gibbons, Brigham Young University |
| Event |
AECT 2006 Convention Podcasts |
| Description |
We will describe a critical thinking strategy that cna facilitate the study of instructional design theory and practices. This strategy, which can be used in conjunction with other critical thinking approaches, emphasizes the examination of assumptions that underlie the everyday activitiees of instructional designers, implications of those assumptions, and alternatives assumptions and implications. This strategy can facilitate the understanding, evaluation, and possibly revision of existing practices. We will explain how this strategy works, provide examples of it in use, and offer materials that can facilitate its application. |
| Length |
58:05 |
A Strategy for Thinking Critically About Instructional Design Practices [58:05m]:
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Posted by admin @ 5:27 pm, October 24th, 2007
| Artist |
Yu Feng, Indiana University Bloomington |
| Event |
AECT 2006 Convention Podcasts |
| Description |
Teachers as interpretive curricular enactors have complex cognition. In the context of profeesional development interventions involving innovative curricula, design-based research (DBR) offers facilitators a practical collaborative tool to capture the complexities of teachers’ evolving pedagogical models as well as supporting teachers’ learning, following an agenda that links theory with practice. This presentation reflects on the lessons learned from a grant project and proposes a design experiment in the light of the DBR principles and challenges. |
| Length |
30:50 |
Using Design-Based Research to Study K-12 Teachers' Evolving Pedagogical Models in Technology-Supported Inquiry Classrooms [30:50m]:
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