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Mark Hofer, William and Mary, USA

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Preparing Pre-service teachers: How Far Should We Go?
Society for Information Technology & Teacher Education International Conference (SITE) 2002:1 , 2002

Steve Whitaker & Mark Hofer, University of Virginia, USA

This paper examines the challenge of determining how colleges of education should prepare pre-service teachers to enhance teaching and learning with technology. With so many different types of software, emerging technologies, and the constraints of...

A new model for pre-service educational technology classes
Society for Information Technology & Teacher Education International Conference (SITE) 2002:1 , 2002

Steve Whitaker, University of Virginia, USA; Mark Hofer, Curry School of Education, University of Virginia, USA

A new model for pre-service educational technology classes As the integration of technology into K-12 classrooms becomes a standard-driven requirement across the country, teacher education programs are struggling to design courses that prepare...

Web-Based Digital Archives: Supporting Student-Centered Learning
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004:1 , 2004

Mark Hofer, Towson University, USA

Web-based digital archives are rapidly multiplying in both number and content on the web. These rich collections of text, images, sound files, and video clips centered on a common topic or theme provide a rich resource to support student-centered...

The Historical Scene Investigation (HSI) Project: Facilitating Historical Thinking with Web-Based, Digital Primary Source Documents
Society for Information Technology & Teacher Education International Conference (SITE) 2004:1 , 2004

Mark Hofer, Towson University, USA; Kathleen Owings Swan & Steve Whitaker, University of Virginia, USA

Recent research in the teaching and learning of history advocates instructional approaches that engage students in the process of "doing history," including building historical knowledge through the use of primary sources and conducting historical...

The Curry School of Education and Long-Term Commitment to Technology Integration
Contemporary Issues in Technology and Teacher Education (CITE Journal) 3:1 , 2003

Randy Bell & Mark Hofer, University of Virginia, USA

Technology integration in the Curry School's teacher education program has been a 15-year effort, initiated and supported by the school's leadership, spurred on by technology innovators, and adopted by many mainstream education faculty members who...

Technology Integration Across Teacher Preparation in Award-Winning Programs
Society for Information Technology & Teacher Education International Conference (SITE) 2004:1 , 2004

Mark Hofer, Towson University, USA

This paper is a report on a study which examines the approaches of the first seven teacher education programs to receive the ISTE NETS Distinguished Achievement Award for exemplary integration of the ISTE NETS-T standards. Multiple faculty members...

Effective Technology Staff Development: A Grass-Roots Approach
Society for Information Technology & Teacher Education International Conference (SITE) 2001:1 , 2001

Mark Hofer, Univ. of Virginia, USA

Training to support the integration of technology into the curriculum can be difficult. Research suggests that on-site, just-in-time instruction is more effective than one-time workshops in facilitating meaningful technology integration into the...

Student Voices: Digital Moviemaking Across the Curriculum in K-16 Classrooms
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Mark Hofer, Towson University, USA

With the development of free or inexpensive video creation software, K-16 students can easily create digital movies. Utilizing intuitive, user-friendly software, even young students can create projects which incorporate images, music, video and...

Multimedia, Historical Inquiry and Preservice Teacher Education: Fostering a Networked Collaboration to Facilitate Wise Practices in 21st Century Social Studies Classrooms, Part 1
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Philip Molebash, San Diego State University, USA; David Hicks, Peter Doolittle & Thomas Ewing, Virginia Polytechnic Insitute and State University, USA; John Lee, Georgia State University, USA; Cheryl Bolick, University of North Carolina Chapel Hill, USA; Mark Hofer, Towson State University, USA; Kathy Swan, University of Kentucky, USA

It is assumed that when used effectively technology can improve the preparation of social studies teachers and improve student performance. The central issue is not the quantity of the focus on technology, but rather the quality. In our enthusiasm,...

Multimedia, Historical Inquiry and Preservice Teacher Education: Fostering a Networked Collaboration to Facilitate Wise Practices in 21st Century Social Studies Classrooms, Part 2
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Philip Molebash Molebash, San Diego State University, USA; David Hicks, Peter Doolittle & Thomas Ewing, Virginia Polytechnic Insitute and State University, USA; John Lee, Georgia State University, USA; Cheryl Bolick, University of North Carolina Chapel Hill, USA; Mark Hofer, Towson State University, USA; Kathy Swan, University of Kentucky, USA

It is assumed that when used effectively technology can improve the preparation of social studies teachers and improve student performance. The central issue is not the quantity of the focus on technology, but rather the quality. In our enthusiasm,...

The Historical Scene Investigation (HSI) Project: Facilitating Historical Thinking with Web-Based, Digital Primary Source Documents
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Kathy Swan, University of Kentucky, USA; Mark Hofer, Towson University, USA

Recent research in the teaching and learning of history advocates instructional approaches that engage students in the process of "doing history," including building historical knowledge through the use of primary sources, conducting historical...

Digital Storytelling: Moving from Promise to Practice
Society for Information Technology & Teacher Education International Conference (SITE) 2006:1 , Mar 19, 2006

Mark Hofer, College of William & Mary, USA; Kathleen Owings Swan, University of Kentucky, USA

Student-created digital storytelling projects provide a number of promising opportunities in the classroom. Along with this promise come many challenges with both pedagogy and the technology. This paper provides an overview of several different...

Connecting Theory and Practice Through Design-Based Research: Applying Universal Design for Learning Principles to Multimedia Presentations
Society for Information Technology & Teacher Education International Conference (SITE) 2006:1 , Mar 19, 2006

Karen Richardson & Mark Hofer, The College of William and Mary, USA

Meeting the diverse needs of learners in the classroom in an ongoing challenge for educators. Universal Design for Learning principles provide guidance in how to meet the needs of all learners. However, without specific implementation techniques,...

Planning, Collaborating, and Instructing with Technology: Focus on Teacher Preparation, Part 1
Society for Information Technology & Teacher Education International Conference (SITE) 2007:1 , Mar 26, 2007

Amy Good, East Carolina University, USA; Cheryl Franklin, Boise State University, USA; John Lee, North Carolina State University, USA; David Hicks, Virginia Tech, USA; Kathy Swan, Univeristy of Kentucky, USA; Scott Waring, University of Central Florida, USA; Mark Hofer, William and Mary, USA; David Locascio, Longwood, USA

This symposium brings together a panel of social studies educators to address salient issues of preparing preservice teachers to integrate technology into their practice. Panelists will present six projects related to the symposium theme. The...

Standards, Firewalls, and General Classroom Mayhem: Implementing Student-Centered Technology Projects in the Elementary Classroom
Contemporary Issues in Technology and Teacher Education (CITE Journal) 7:2 , June 2007

Mark Hofer, The College of William & Mary, USA; Kathleen Owings Swan, The University of Kentucky, USA

If integrating technology means nothing more than enhancing the traditional delivery system of social studies content, where laptops replace notebooks, where PowerPoint slides replace handwritten overheads, where e-textbooks replace hard copy...

“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...

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...

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,...

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

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 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,...

More Is at Stake than Scores and School Rankings: Examining Authentic Intellectual Work with a Fifth-Grade Digital Documentary Inquiry Project in a Mandated State Testing Environment
Society for Information Technology & Teacher Education International Conference (SITE) 2010:1 , Mar 29, 2010

Kathy Swan, University of Kentucky, USA; Mark Hofer, College of William and Mary, USA; Gerry Swan, University of Kentucky, USA

Three criteria for meaningful student learning, construction of knowledge, disciplined inquiry, and value beyond school, are assessed as authentic learning outcomes for an implementation of a digital primary sources project in 5th grades classrooms...

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