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Author=Joan Hughes

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Instructional Technology Diffusion/Integration Introduction
Society for Information Technology & Teacher Education International Conference (SITE) 2004:1 , 2004

Joan Hughes, University of Minnesota, USA

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Content-focused Technology Inquiry Groups: Cases of Teacher Technology Learning and Integration
Society for Information Technology & Teacher Education International Conference (SITE) 2004:1 , 2004

Joan Hughes & Ann Ooms, University of Minnesota, USA

This paper proposes a professional learning model, content-focused technology inquiry groups, that is guided by a situative perspective on teacher learning. Longitudinal case study research will be reported, focusing on the participating teachers'...

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Providing Professional Development through Subject-matter, Technology Inquiry Groups
Society for Information Technology & Teacher Education International Conference (SITE) 2003:1 , 2003

Anneke Ooms, Theresa Palmquist, Shantia Kerr & Joan Hughes, University of Minnesota, USA

This paper situates an innovative approach to professional learning called "School Technology Inquiry Groups" within the research literature on teacher learning and offers a description of our local initiative in a large urban school district. This...

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Technology Learning Principles for Preservice and In-service Teacher Education
Contemporary Issues in Technology and Teacher Education (CITE Journal) 4:3 , 2004

Joan Hughes, University of Minnesota, USA

This essay presents a vision for technology integration in teacher education that develops teachers into "technology integrationists," or teachers who thoughtfully choose to integrate technology when it supports students' subject matter learning....

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Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework
Society for Information Technology & Teacher Education International Conference (SITE) 2006:1 , Mar 19, 2006

Joan Hughes, Ruth Thomas & Cassandra Scharber, University of Minnesota, USA

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...

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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 (SITE) 2007:1 , Mar 26, 2007

Aaron Doering & Joan Hughes, University of Minnesota, USA; Denise Schmidt, Iowa State University, USA; Neal Grandgenett, Univerity of Nebraska at Omaho, USA; Jon Margerum-Leys, Eastern Michigan University, USA; Cassandra Scharber, University of Minnesota, USA

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...

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The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy
Journal of Technology and Teacher Education (JTATE) 13:2 , April 2005

Joan Hughes, University of Minnesota, USA

Using a multiple-case embedded research design (Yin, 1994), this study examined the nature of teachers' learning during technology professional development activities and the extent to which their subsequent technology-supported pedagogy was...

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The Development of Teacher TPCK by Instructional Approach: Tools, Videocase, and Problems of Practice
Society for Information Technology & Teacher Education International Conference (SITE) 2008:1 , Mar 03, 2008

Joan Hughes, University of Texas at Austin, USA

This study examined the development of teachers' knowledge about technology during a course that used three distinct instructional approaches to teaching teachers about technology integration. The purpose was to better understand how the...

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Exploring Tablet Computing in Teacher Education: The UT COE iPad Working Group
Society for Information Technology & Teacher Education International Conference (SITE) 2012:1 , Mar 05, 2012

Karen French, Michelle Read, Detra Price-Dennis, Hyo-Jin Yoon, Haydee Rodriguez, Joan Hughes & Barbara Pazey, The University of Texas at Austin, USA

The College of Education at The University of Texas at Austin has formed a cross-disciplinary working group to explore the uses and learning implications of incorporating iPad tablet computers into classroom activities in higher education settings....

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The impact of 1:1 laptop initiatives on pre-service special educators
Society for Information Technology & Teacher Education International Conference (SITE) 2012:1 , Mar 05, 2012

Minwook Ok, The University of Texas at Austin, USA; Joan Hughes, University of Texas at Austin, USA

This paper provides results of a pilot study investigating the impact and effects of the technology-integration program on pre-service special educators. Results of survey data comprehensively analyzed and interpreted will be reported. Moreover, the ...

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