Search results for author:"Craig Howard"
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International Journal of Designs for Learning Vol. 2, No. 1 (Sep 28, 2011)
This article analyzes five problem areas educators grapple with when writing designs cases about learning interventions. The article is written from the vantage point of IJDL’s assistant editor who edited, reviewed, and coordinated the reviews of...
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 3 (May 2012) pp. 493–513
This article outlines an instructional paradigm that guides the design of interventions that build skills in computer-mediated communication (CMC). It is applicable to learning at multiple levels of communicative proficiency and aims to heighten...
International Journal of Designs for Learning Vol. 1, No. 1 (Oct 24, 2010)
In this article the authors illustrate the design and development of a pedagogical intervention using video annotations in a pre-service teacher education courrse. An annotation platform was selected and video was shot to create a video backdrop on...
Higher order thinking in collaborative video annotations: Investigating discourse modeling and the staggering of learner participation
(2012) pp. 1–234
Collaborative video annotation (CVA) allows multiple users to annotate video and create a discussion asynchronously. This dissertation investigates 14 small-group CVA discussions held on YouTube in a pre-service teacher education...
Issues and Trends in Educational Technology Vol. 6, No. 1 (Apr 30, 2018)
This literature review addresses the research surrounding gamification in online learning, focusing on the game mechanics studied in conjunction with the pedagogical aspirations they were employed to support. Findings include frequencies of game...
Using Animation in Microsoft PowerPoint to Enhance Engagement and Learning in Young Learners with Developmental Delay
TEACHING Exceptional Children Vol. 43, No. 4 (2011) pp. 58–67
Over the past decade, a wide array of instructional technology applications have found their way into early intervention settings. Of particular importance to young learners who evidence developmental delays or are at risk for school failure are...
Journal of Learning Design Vol. 8, No. 3 pp. 143–164
"Designerly Talk in Non-Pedagogical Social Spaces" (Gray and Howard, 2014) is a paper on a study that was conducted as an early attempt to understand the kinds of talk students engaged in outside of the formal curriculum in student-run...
Journal of Learning Design Vol. 7, No. 1 (2014) pp. 40–58
Students live and work in worlds where virtual communities, such as those created via social network sites (e.g. Facebook) may interplay with their formal learning, but scholars of design pedagogy know little about how these spaces can support...
Form versus Function: Using Technology to Develop Individualized Education Programs for Students with Disabilities
Journal of Special Education Technology Vol. 20, No. 2 (2005) pp. 37–46
This article discusses the use of IEP software applications from the perspectives of form (i.e., legally correct documents) and function (i.e., educationally appropriate individualized programs). The article provides an overview of the basic...
Evaluating Assistive Technology in Early Childhood Education: The Use of a Concurrent Time Series Probe Approach
Early Childhood Education Journal Vol. 37, No. 1 (August 2009) pp. 5–12
As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted...
Early Childhood Education Journal Vol. 37, No. 6 (April 2010) pp. 483–491
This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy...
Anonymity to Promote Peer Feedback: Pre-Service Teachers' Comments in Asynchronous Computer-Mediated Communication
Journal of Educational Computing Research Vol. 43, No. 1 (2010) pp. 89–112
In this quasi-experimental case study, we compared five sections of a basic undergraduate technology course. Within an asynchronous web forum, pre-service teachers wrote short critiques of websites designed by their classmates. This peer feedback...
International Journal of Designs for Learning Vol. 8, No. 2 (Nov 08, 2017)
At the 2016 Association for Educational Communications and Technology Convention in Las Vegas, the IJDL editorial team hosted a Student Design Case SLAM. The focus of the one-day workshop was to engage graduate students in writing a publishable...
International Journal of Designs for Learning Vol. 7, No. 3 (Nov 30, 2016)
In this design case, we present an instructional design project that resulted in a French language learning game development system. What we describe here is not the game itself, but rather the pedagogical intervention that created what the design...
Missing the Boat with Technology Usage in Early Childhood Settings: A 21st Century View of Developmentally Appropriate Practice
Early Childhood Education Journal Vol. 37, No. 5 (March 2010) pp. 335–343
Technology use permeates virtually all aspects of twenty-first century society, though its integration in early childhood settings and recognition as a developmentally appropriate practice remains problematic. A position is taken that education...
Teaching Word Recognition to Young Children Who Are at Risk Using Microsoft[R] Powerpoint[TM] Coupled with Direct Instruction
Early Childhood Education Journal Vol. 36, No. 5 (April 2009) pp. 393–401
This article focuses on use of Microsoft[R] PowerPoint[TM] paired with direct instruction (DI) to teach word recognition to young children at risk. DI has been a widely used teaching method for over 40 years, and is often used to teach emergent...
Howard P. Parette; Jack J. Hourcade; Craig Blum; Emily H. Watts; Julia B. Stoner; Brian W. Wojcik; Shannon B. Chrismore
Early Childhood Education Journal Vol. 41, No. 3 (May 2013) pp. 171–179
This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and...