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Author=Matthew Koehler

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What is video good for? Examining how media and story genre interact
Journal of Educational Multimedia and Hypermedia (JEMH) 14:3 , July 2005

Matthew J. Koehler, Aman Yadav, Michael Phillips & Sean Cavazos-Kottke, Michigan State University, USA

Research suggests that that the educational value of a media format depends upon the ways in which its representational affordances interact with complex features of the learning environment, including learner characteristics, content domains,...

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Elements of Case Design for Hypermedia Environments in Teacher Education
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 1999:1 , 1999

Anthony J. Petrosino, Richard Lehrer & Matthew J. Koehler, Wisconsin Center for Education Research, USA

Our interest in the design of cases is motivated by the need to develop tools for elementary teachers that will help them understand how students think about forms of mathematics typically unfamiliar to teachers, like geometry, space or measure. In...

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With a little help from your students: A new model for faculty development and online course design
Society for Information Technology & Teacher Education International Conference (SITE) 2002:1 , 2002

Matthew Koehler, Kathryn Hershey, Lisa Peruski & Punya Mishra, Michigan State University, USA

We describe an approach to faculty development that brings together senior education faculty and graduate students to design online learning environments. This approach forces course designers to confront beliefs about what constitutes good teaching,...

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With a Little Help From Your Students: A New Model for Faculty Development and Online Course Design
Journal of Technology and Teacher Education (JTATE) 12:1 , 2004

Matthew J. Koehler, Punyashloke Mishra, Kathryn Hershey & Lisa Peruski, Michigan State University, USA

Institutions of higher education are faced with the challenge of developing faculty who are ready, willing, and able to teach online. Standard approaches towards faculty development often miss the dynamic and complex relationship between content,...

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Successful Teaching with Technology: The Complex Interplay of Content, Pedagogy, and Technology
Society for Information Technology & Teacher Education International Conference (SITE) 2004:1 , 2004

Matthew Koehler, Punya Mishra, Kurnia Yahya & Aman Yadav, Michigan State University, USA

In this paper we introduce our model for faculty development and technology integration that focuses on the complex interplay between content, pedagogy and technology. We exemplify our pedagogic technique for faculty development (called learning by...

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Synergy Education Press: Tools for Teachers' Professional Development
International Conference on Mathematics / Science Education and Technology (MSET) 2000:1 , 2000

Jeffrey Horvath, Synergy Education Press, Inc., USA; Richard Lehrer, University of Wisconsin-Madison, USA; Matthew Koehler, Michigan State University, USA; Anthony Petrosino, University of Texas-Austin, USA

Synergy Education Press, Inc. is a small company whose aim is to provide high-quality research-based teacher professional development materials for elementary mathematics and science educators. We will provide packages of multimedia and text-based ...

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Putting the Instructor in Charge: Component Architecture and the Design of a Course Web Site.
Society for Information Technology & Teacher Education International Conference (SITE) 2001:1 , 2001

Punyashloke Mishra & Matthew J. Koehler, Michigan State University, USA

This paper describes the "component architecture" of the web and how teachers can use various existing components of the web - plugins, websites, applets, web services etc., to develop complex applications with limited investment of resources....

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Educational Technology by Design: Results from a Survey Assessing its Effectiveness
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Punya Mishra & Matthew Koehler, Michigan State University, USA

We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data...

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A qualitative study about the role of preservice teachers' beliefs in learning from literacy instruction video-cases.
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Aman Yadav & Matthew Koehler, Michigan State University, USA

Beliefs about the nature of knowledge have been found to influence learning (Hofer & Pintrich, 1997; Schommer, 1990). This study investigated whether epistemological beliefs interact with the observations of preservice teachers regarding teaching...

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Results of an Experiment Evaluating the Use of Video Cases to Help Pre-Service Teachers Become Better Teachers of Literacy
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005:1 , Jun 27, 2005

Michael M. Phillips, Matthew J. Koehler, Gaoming Zhang, Aman Yadav & Cheryl Rosaen, Michigan State University, USA

In this paper, we describe a video- and case-based software designed to help pre-service teachers become skilled teachers of literacy, and how this software was used in one pre-service education course. We present the results of one evaluation study ...

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Is the Movie Better than the Book? Differences in Engagement and Delayed Recall of Video and Text Cases in Science
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005:1 , Jun 27, 2005

Kathryn Dirkin, Aman Yadav, Michael Phillips, Matthew Koehler, Katie Hilden & Mary Lundeberg, MSU, USA

Abstract: In this investigation we assessed whether different formats of media influenced participants' engagement and recall of narrative cases of people diagnosed with HIV/AIDS. For each of the personal case-narratives used in the study, we...

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The Role of Epistemological Beliefs in Preservice Teachers’ Interpretation of Video Cases of Early-Grade Literacy Instruction
Journal of Technology and Teacher Education (JTATE) 15:3 , July 2007

Aman Yadav & Matthew Koehler, Michigan State University, USA

This study investigated how preservice teachers' beliefs about the nature of knowledge influence how they learn from, and interact with, a case-based hypermedia system designed to highlight exemplary elementary literacy instruction. Specifically, we ...

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Game-Based Learning of Physics Content: The Effectiveness of a Physics Game for Learning Basic Physics Concepts
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2006:1 , June 2006

Aroutis Foster, Matthew Koehler & Punyashloke Mishra, Michigan State University, USA

Games and simulations are changing the ways in which students learn today. However, much remains unknown about the effectiveness of games to learn specific subject matter. The aim of this study was to better understand the role that games can play...

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Boundary Crossings: An Activity Theoretical Analysis of Technology Diffusion in a Teacher Education Program
Society for Information Technology & Teacher Education International Conference (SITE) 2007:1 , Mar 26, 2007

Lisa Peruski, Punya Mishra, Cheryl Rosaen & Matthew Koehler, Michigan State University, USA

Abstract: Technology diffusion refers to the process of spreading a program of technology use across/throughout an organization, program, etc. We used activity theory to frame the research design and analysis of a qualitative study with the goal of...

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Developing Technological Pedagogical Content Knowledge (TPCK) Through Teaching Online
Society for Information Technology & Teacher Education International Conference (SITE) 2007:1 , Mar 26, 2007

Punya Mishra, Lisa Peruski & Matthew Koehler, Michigan State University, USA

Abstract: This is a cross-case analysis of three faculty members who designed and taught online classes for the first time. In a "learning technology by design" class, faculty and students cooperatively designed an online class that the faculty...

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Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology
Society for Information Technology & Teacher Education International Conference (SITE) 2007:1 , Mar 26, 2007

Punya Mishra & Matthew J. Koehler, Michigan State University, USA

We introduce Technological Pedagogical Content Knowledge (TPCK) as being essential for effective technology integration in teaching (Mishra & Koehler, 2006). We emphasize teacher knowledge for two reasons. First, because we view the teacher as an...

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More Questions than Answers: Responding to the Reading and Mathematics Software Effectiveness Study
Contemporary Issues in Technology and Teacher Education (CITE Journal) 7:2 , June 2007

Kimberly M. Fitzer, Joseph R. Freidhoff, Anny Fritzen, Anne Heintz, Matthew J. Koehler, Punya Mishra, Jim Ratcliffe, Tianyi Zhang, Jinjie Zheng & Wenying Zhou, Michigan State University, USA

There have been few large-scale empirical studies of the effectiveness of educational software in improving student learning, even though educational technology has become a ubiquitous tool for learning both in and out of the classroom. The recently ...

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Editorial: Developing Technology Policies for Effective Classroom Practice
Contemporary Issues in Technology and Teacher Education (CITE Journal) 7:3 , September 2007

Glen Bull, Contemporary Issues in Technology and Teacher Education, USA; John Park, Association for Science Teacher Education, USA; Michael Searson, Society for Information Technology and Teacher Education, USA; Ann Thompson, Journal of Computers in Teacher Education, USA; Punya Mishra & Matthew J. Koehler, Michigan State University, USA; Gerald Knezek, Society for Information Technology and Teacher Education, USA

Our goal in this editorial is to set the stage for interdisciplinary collaborations to tackle the wicked problem of technology integration in teaching. The CITE Journal is published by a coalition of teacher educator associations, the National...

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Comparing Student Interactions in Second Life and Face-to-Face Role-playing Activities
Society for Information Technology & Teacher Education International Conference (SITE) 2008:1 , Mar 03, 2008

Fei Gao, Jeong Min Noh & Matthew J. Koehler, Michigan State University, USA

This study compared student performances in role-playing activities in both face-to-face environment and Second Life. It was found that students produced similar amount of communication in the two environments, but the communication styles were...

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Comparing Role-playing Activities in Second Life and Face-to-Face Environments
Journal of Interactive Learning Research (JILR) 20:4 , October 2009

Fei Gao, Jeongmin J. Noh & Matthew J. Koehler, Michigan State University, USA

This study compared student performances in role-playing activities in both a face-to-face (FTF) environment and a virtual 3D environment, Second Life (SL). We found that students produced a similar amount of communication in the two environments,...

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