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Author=Judi Harris

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Judi Harris, School of Education, College of William & Mary, USA

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Designing Curriculum-Based Telecomputing Using Activity Structures and Action Sequences
Society for Information Technology & Teacher Education International Conference (SITE) 1999:1 , 1999

Judi Harris, University of Texas at Austin, USA

Curriculum-based educational projects that involve use of Internetworked tools are quite different from telecomputing projects that have some curricular connections. The former (tool application) is far more important in students' learning than the...

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Teachers as Telecollaborative Project Designers: A Curriculum-Based Approach
Contemporary Issues in Technology and Teacher Education (CITE Journal) 1:3 , 2001

Judi Harris, University of Texas at Austin, USA

Successful technology-using teachers function more as instructional designers than lesson planners. This is especially true when they seek to incorporate the use of forward-thinking, computer-mediated innovations such as telecomputing tools into...

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Educators’ Use of a Statewide Telecomputing Network: A Descriptive Analysis
International Journal of Educational Telecommunications (IJET) 1:4 , 1995

Susan E. Anderson, Texas Christian University, USA; Judith B. Harris, University of Texas at Austin, USA

This study investigated educators' use of TENET, a statewide educational telecomputing network in Texas. It also documented the development and testing of a lengthy theory-based questionnaire and verified the efficacy of a method for administering...

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Commentaries on Grand Challenges Preparing for the Technological Tipping Point
Contemporary Issues in Technology and Teacher Education (CITE Journal) 2:1 , 2002

Glen Bull, Gina Bull, Joe Garofalo & Judi Harris, University of Virgnia, USA

A future in which every student has a portable wireless device is inevitable.

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Our Agenda for Technology Integration: It’s Time to Choose
Contemporary Issues in Technology and Teacher Education (CITE Journal) 5:2 , 2005

Judi Harris, College of William and Mary, USA

Two views of technology tools use exist. One emphasizes students using tools to obtain information, while the other emphasizes how students' content learning can be assisted with tool use. The distinction is more than semantic, and its import may...

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“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies
Journal of Technology and Teacher Education (JTATE) 18:4 , October 2010

Judith Harris & Mark Hofer, College of William & Mary, USA; Margaret Blanchard, North Carolina State University, USA; Neal Grandgenett, University of Nebraska - Omaha, USA; Denise Schmidt, Iowa State University, USA; Marcela van Olphen, University of South Florida, USA; Carl Young, North Carolina State University, USA

Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum...

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Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development
Society for Information Technology & Teacher Education International Conference (SITE) 2009:1 , Mar 02, 2009

Judi Harris & Mark Hofer, School of Education, College of William & Mary, USA

Teachers’ knowledge is situated, event-structured, and episodic. Technology, pedagogy and content knowledge (TPACK) – one form of highly practical professional educational knowledge – is comprised of teachers’ concurrent and interdependent...

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Operationalizing TPACK for Educators: The Activity Types Approach to Technology Integration, Part 1
Society for Information Technology & Teacher Education International Conference (SITE) 2009:1 , Mar 02, 2009

Mark Hofer & Judi Harris, School of Education, College of William & Mary, USA; Margaret Blanchard, North Carolina State University, USA; Neal Grandgenett, University of Nebraska - Omaha, USA; Denise Schmidt, Iowa State University, USA; Marcela van Olphen, University of South Florida, USA; Carl Young, North Carolina State University, USA

During this first session in a two-part symposium, we will first introduce and explain the activity types approach to technology integration, demonstrating how it helps teachers to develop technology integration knowledge (specifically,...

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Operationalizing TPACK for Educators: The Activity Types Approach to Technology Integration, Part 2
Society for Information Technology & Teacher Education International Conference (SITE) 2009:1 , Mar 02, 2009

During this second session in a two-part symposium, we will first introduce and explain the activity types approach to technology integration, demonstrating how it helps teachers to develop technology integration knowledge (specifically,...

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Testing a TPACK-Based Technology Integration Assessment Rubric
Society for Information Technology & Teacher Education International Conference (SITE) 2010:1 , Mar 29, 2010

Judi Harris, College of William & Mary, USA; Neal Grandgenett, University of Nebraska at Omaha, USA; Mark Hofer, College of William & Mary, USA

Although there is ever-increasing emphasis on integrating technology in teaching, there are few well-tested and refined assessments to measure the quality of this integration. The few measures that are available tend to favor constructivist...

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Differentiating TPACK Development: Using Learning Activity Types with Inservice and Preservice Teachers
Society for Information Technology & Teacher Education International Conference (SITE) 2010:1 , Mar 29, 2010

Mark Hofer & Judith Harris, College of William and Mary, USA

As teacher educators have begun to recognize and acknowledge the complexity of teacher knowledge for technology integration, currently conceptualized as technological pedagogical content knowledge (TPACK), researchers are exploring multiple ways to...

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Testing a TPACK-Based Technology Integration Observation Instrument
Society for Information Technology & Teacher Education International Conference (SITE) 2011:1 , Mar 07, 2011

Mark Hofer, College of William and Mary, USA; Neal Grandgenett, University of Nebraska at Omaha, USA; Judi Harris, College of William and Mary, USA; Kathy Swan, University of Kentucky, USA

Teachers’ knowledge for technology integration – conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) – is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of...

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Using Structured Interviews to Assess Experienced Teachers’ TPACK
Society for Information Technology & Teacher Education International Conference (SITE) 2012:1 , Mar 05, 2012

Judi Harris, College of William & Mary, USA; Neal Grandgenett, University of Nebraska at Omaha, USA; Mark Hofer, College of William & Mary, USA

In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument...

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TPACK Research with Inservice Teachers: Where’s the TCK?
Society for Information Technology & Teacher Education International Conference (SITE) 2012:1 , Mar 05, 2012

Mark Hofer & Judi Harris, College of William and Mary, USA

Researchers are increasingly exploring the development and expression of experienced teachers’ technological pedagogical content knowledge (TPACK). While the majority of extant studies focus on evidence and growth of TPACK holistically, some have...

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