What's New on CADREK12.org

Resource | Teaching to design educational technologies
Kali, Y., & Ronen-Fuhrmann, T., (2011). Teaching to design educational technologies. The International Journal of Learning Technology (IJLT). 6(1), 4-23 ABSTRACT: Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules…
Posted:
Resource | Teaching to design educational technologies
Kali, Y., & Ronen-Fuhrmann, T., (2011). Teaching to design educational technologies. The International Journal of Learning Technology (IJLT). 6(1), 4-23 ABSTRACT: Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules…
Posted:
Resource | Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning
Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS. ABSTRACT: Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often…
Posted:
Resource | Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning
Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS. ABSTRACT: Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often…
Posted:
Resource | Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning
Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS. ABSTRACT: Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often…
Posted:
Resource | Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning
Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS. ABSTRACT: Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often…
Posted:
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted:
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted:
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted:
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted:
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Posted:
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Posted:
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Posted:
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional…
Posted:
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic,…
Posted:
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic,…
Posted:
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic,…
Posted:
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic,…
Posted:
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted:
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted:
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted:
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the…
Posted:
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted:
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted:
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted:
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can…
Posted:
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted:
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted:
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted:
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research…
Posted: