Search results for author:Cassandra+Scharber
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University of Minnesota
University of Minnesota
Journal of Adolescent & Adult Literacy Vol. 52, No. 5 (February 2009) pp. 433–437
In this Digital Literacies column, online book clubs are offered as one example of how to effectively bridge old and new literacy practices. These Internet-based book clubs capitalize on children's interest in new literacy practices while...
Journal of Adolescent & Adult Literacy Vol. 53, No. 7 (April 2010) pp. 600–603
Today we thrive on an abundance of relatively cheap computing power and have the luxury of wasting most of it. It is quickly becoming not only possible but also financially sound, for educators to significantly complement, supplement, or even...
(2009) pp. 1–189
This dissertation examined online book clubs for youth offered during the summer by a metropolitan public library system. Voluntary reading rates for both boys and girls plummet as they move through adolescence (NEA, 2007, NAEP,...
Society for Information Technology & Teacher Education International Conference Vol. 2004, No. 1 (2004) pp. 1709–1710
Web-based cases can provide learners opportunities to apply theory in practice. Through a realistic setting and formative feedback on a theory's use, cases are learning environments where users can make their thinking visible and receive input on...
Society for Information Technology & Teacher Education International Conference Vol. 2003, No. 1 (2003) pp. 44–45
The eTIP Cases develop and assess learners' technology integration decision-making. They present typical classroom technology implementation scenarios to enhance learners' conceptual foundations and decision-making skills on integrating technology....
Journal of Adolescent & Adult Literacy Vol. 52, No. 1 (September 2008) pp. 66–68
Oftentimes it seems that education, as an institution, is populated by persons who work to preserve practices of the past and who do not depend upon or explore the advantages of digital literacies. Digital literacies, however, are here to stay--they ...
Journal of Technology, Learning, and Assessment Vol. 7, No. 1 (September 2008)
The purpose of this research is to analyze preservice teachers' use of and reactions to an automated essay scorer used within an online, case-based learning environment called ETIPS. Data analyzed include post-assignment surveys, a user log of...
ETIPS: Using Cases with Virtual Schools to Prepare for, Extend, and Deepen Preservice Teachers' Field Experiences
Journal of Computing in Teacher Education Vol. 24, No. 3 (2008) pp. 77–84
Field experiences are identified as an important component in the preparation of new teachers. As such, methods to supplement field experiences with pre- and post-activities that ready preservice teachers to effectively learn from them warrant...
Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework
Society for Information Technology & Teacher Education International Conference Vol. 2006, No. 1 (Mar 19, 2006) pp. 1616–1620
This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education Vol. 2014, No. 1 (Oct 20, 2014) pp. 2164–2169
This paper reports on publication rates of female and male authors in six leading peer-reviewed journals from the field of Educational Technology during from 2004 to 2013. Data were analyzed to determine if differences exist in the rates of...
No such thing as failure, only feedback: Designing innovative opportunities for e-assessment and technology-mediated feedback
Journal of Interactive Learning Research Vol. 21, No. 1 (January 2010) pp. 65–92
In this paper we challenge designers, researchers, teachers, students, and parents to re-assess and re-envision the value of technology-mediated feedback and e-assessment by examining the innovative roles feedback and assessment played in the design ...
Society for Information Technology & Teacher Education International Conference Vol. 2005, No. 1 (2005) pp. 369–376
This paper analyzes the adventure learning (AL) project, PolarHusky, which used motivational factors such as the polarhuskies (the sled dogs), the real-time delivery of far-away places, and the collaboration with educators, experts, and other...
Society for Information Technology & Teacher Education International Conference Vol. 2009, No. 1 (Mar 02, 2009) pp. 4056–4061
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of this learning environment is grounded in the...
Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development
Journal of Educational Computing Research Vol. 41, No. 3 (2009) pp. 319–346
In this article we sought to understand how social studies teachers' metacognitive awareness of their technological, pedagogical, and content knowledge (TPACK) changed after their participation in a program that consisted of: (a) professional...
Journal of Interactive Learning Research Vol. 21, No. 4 (October 2010) pp. 483–513
Adventure learning (AL) provides learners with opportunities to explore real-world issues through authentic learning experiences within collaborative online learning environments. This paper reports on an AL program, designed using Keller’s ARCS...
Journal of Educational Computing Research Vol. 35, No. 3 (2006) pp. 267–287
Research on computer-based writing evaluation has only recently focused on the potential for providing formative feedback rather than summative assessment. This study tests the impact of an automated essay scorer (AES) that provides formative...
Society for Information Technology & Teacher Education International Conference Vol. 2008, No. 1 (Mar 03, 2008) pp. 2010–2013
In this brief paper we 1) present an overview of three online geography education environments (i.e. MSE, LGGT, and Geothentic) designed to help learners and instructors achieve the aforementioned instructional scenario, 2) use a lens of design...
Society for Information Technology & Teacher Education International Conference Vol. 2005, No. 1 (2005) pp. 364–368
This paper analyzes the classroom use of an adventure learning site in K-12 classrooms. Surveys of 228 respondents who used the online curriculum in 300 separate courses, 21 interviews, and three classroom observations were analyzed. Who...
Society for Information Technology & Teacher Education International Conference Vol. 2005, No. 1 (2005) pp. 2560–2563
The ETIPS online learning environment was designed for preservice teachers to practice instructional decision making about technology integration and implementation through multimedia cases with embedded assessments. A full year of implementation...
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 3 (September 2009) pp. 316–336
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of GeoThentic is grounded on the technology, pedagogy, and ...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education Vol. 2009, No. 1 (Oct 26, 2009) pp. 221–228
How should a K-12 geography teacher use a geospatial technology such as Google Earth in the classroom? Should they have students pinpoint a series of locations and measure the connecting distances, essentially using the technology as a mere digital...
TPCK in Preservice and Inservice Teacher Education: A Discussion of how Technological Pedaogogical Content Knowledge is Facilitated and Constrained in Teacher Education Contexts
Society for Information Technology & Teacher Education International Conference Vol. 2007, No. 1 (Mar 26, 2007) pp. 2194–2195
Technological pedagogical content knowledge (TPCK) (Mishra & Koehler, 2006) is emerging as one of the field's more important contributions to teacher education. TPCK, a conceptual framework for technology integration, is based upon and extends...
Richard Beach; Martha Bigelow; Deborah Dillon; Jessie Dockter; Lee Galda; Lori Helman; Julie Kalnin; Bic Ngo; David O'Brien; Mistilina Sato; Cassandra Scharber; Karen Jorgensen; Lauren Liang; Martine Braaksma; Tanja Janssen
Research in the Teaching of English Vol. 43, No. 2 (November 2008) pp. 188–235
This article presents an annotated bibliography of research in the teaching of English. This annotated bibliography addresses the following topics: (1) discourse/cultural analysis; (2) literacy; (3) literary response/literature/narrative; (4)...
- Scharber, Cassandra (22)
- Doering, Aaron (11)
- Miller, Charles (7)
- Riedel, Eric (7)
- Dexter, Sara (4)
- Dexter, Sara L. (2)
- Ernst, David (2)
- Hughes, Joan (2)
- O'Brien, David (2)
- Veletsianos, George (2)