Search results for author:Judy+Wedman
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Society for Information Technology & Teacher Education International Conference Vol. 2003, No. 1 (2003) pp. 3603–3607
Abstract: This presentation reports summative data for a PT3 implementation grant, describing differences in: 1) faculty and teachers' values of technology tools in teaching and the extent to which they became fluent with technology skill efficacy;...
A Descriptive Study: The Relative Stability of Teacher's Assessment Knowledge, Beliefs, and Practices and the Stages of Concern Regarding Uses of Handhelds and ePortfolios
Society for Information Technology & Teacher Education International Conference Vol. 2006, No. 1 (Mar 19, 2006) pp. 3108–3112
The influence of PT3 Grants is wide-spread and has caused many teachers to pause to consider the value of integrating technology into instruction and assessment. This descriptive study examined practicing teachers knowledge about classroom and...
World Conference on Educational Multimedia, Hypermedia and Telecommunications Vol. 2003, No. 1 (2003) pp. 1562–1565
This session offers tools and strategies to incorporate literacy and cross-cultural learning experiences for K-12 students and pre-service teachers through videoconferencing, enabling interactions that can build understanding and appreciation for...
Advancing Student Achievement through Data-driven Decision-making and Instructional Technology (PT3: ADD-IT)
Society for Information Technology & Teacher Education International Conference Vol. 2005, No. 1 (2005) pp. 2655–2658
Schools across the country regularly engage in various educational reform efforts aimed to improve student achievement scores. Schools that analyze and utilize information will be more successful in implementing changes and will understand the...
Journal of Technology and Teacher Education Vol. 12, No. 2 (2004) pp. 239–262
Participants (N = 156) were involved in the teacher preparation program at a large Research 1 university located in the mid-west. The faculty (n = 21) participated in a two-year individualized professional development process to: 1) develop...
Preservice Literacy Teachers, Digital Literacy Portfolios, and Multimedia Case-based Instruction: Examining the Theoretical Basis for Case-based Instruction
Society for Information Technology & Teacher Education International Conference Vol. 2000, No. 1 (2000) pp. 1900–1905
Case-based instruction (CBI) is used in a variety of professional schools. Studies indicate that CBI can have promising results but they do not provide insights into the theoretical justification for using CBI. Risko and Kinzer (1994) identify five ...
Society for Information Technology & Teacher Education International Conference Vol. 1999, No. 1 (1999) pp. 766–771
Analysis of technology literature consistently reveals that software is commonly designed without a foundation on learning theory (Ely, Foley, Freeman, & Scheel, 1992; Reeves, 1995). Within teacher education, however, there are some software...
Society for Information Technology & Teacher Education International Conference Vol. 2001, No. 1 (2001) pp. 1924–1928
This interactive session will describe the processes, instruments, and data collected from the University of Missouri-Columbia College of Education Preparing Tomorrow's Teachers to Use Technology (PT3) grant. The goals of the grant include: 1....
TechTrends: Linking Research and Practice to Improve Learning Vol. 47, No. 2 (2003) pp. 15–19
Discusses the need for elementary and secondary school teachers to integrate technology into the classroom and explains the University of Missouri's (Columbia, MO) technology-focused development program, the Technology Learning Cycle (TLC), for...
- Wedman, Judy (9)
- Howland, Jane (6)
- Baker, Elizabeth (Betsy) (2)
- Diggs, Laura (2)
- Lynch, Linda (1)
- Marra, Rose (1)
- Marra, Rose M. (1)
- Remidez, Herbert (1)
- Rha, Kyeong-Hee (1)