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Visual Problem Solving with Technology: Implications for Teacher Education

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Steed, M. (2006). Visual Problem Solving with Technology: Implications for Teacher Education. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 1812-1817). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22329.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

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Table of Contents

Author

Marlo Steed, University of Lethbridge, Canada

Abstract

This paper presents a research study in progress, on how learners select visual tools (both traditional and technological) in solving problems. This document includes a literature review that explores the power of visual literacy for learning, a brief exploration of individual differences in visual processing, visual selectivity, visual problem solving, and attribute activation theory. A group of 30 high school volunteers will participate by solving word problems that have visual dimensions. Their verbal protocol and problem solving representations (both computer generated and pencil & paper) will be analyzed for patterns. The results of this study will describe how students make representational choices for solving visual problems. The implications for teacher education will be discussed.

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