Search results for author:"Dale S. Niederhauser"
Total records matched: 19 Search took: 0.108 secs
You may get more results with author:"Dale S. Niederhauser".
Iowa State University
NASSP Bulletin Vol. 80, No. 582 (1996) pp. 71–80
Teachers need training and support to revise their instructional practices to address the Information Society's needs. Districts must commit substantial resources to help teachers gain necessary skills and understanding. Considerable expertise is...
Society for Information Technology & Teacher Education International Conference 1996 (1996) pp. 447–450
Validation of the Intrapersonal Technology Integration Scale: Assessing the Influence of Intrapersonal Factors that Influence Technology Integration
Computers in the Schools Vol. 25, No. 1 (July 2008) pp. 98–111
Teachers' beliefs about their self-efficacy for integrating technology, their outcome expectations for integrating technology, and their interest in using technology to support student learning influence their intentions for incorporating technology ...
Annual Meeting of the American Educational Research Association 2003 (2003)
While many elements like character decoding, word recognition, comprehension, and others remain the same as in learning from traditional text, when learning from hypertext, a number of features that are unique to reading hypertext produce added...
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 2066–2067
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2647–2648
Everett Rogers (1995), in his renowned book, The Diffusion of Innovations, established a framework that helps us understand the complex process by which new ideas and practices are adopted by individuals and organizations. Simply stated, an...
Teachers' Perspectives on Computer-Assisted Instruction: Transmission versus Construction of Knowledge
Annual Meeting of the American Educational Research Association 1994 (April 1995)
This study was conducted to examine how teachers' beliefs about computer-assisted instruction (CAI) relate to the types of instructional software they use with students, the types of computer related activities they provide for their students,...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 17, No. 1 (2001) pp. 15–31
It has been argued that technology will promote the use of constructivist approaches to teaching and learning advocated by the current reform movement. Yet computer technology, in and of itself, does not embody a single pedagogical orientation....
Journal of Educational Computing Research Vol. 34, No. 1 (2006) pp. 91–128
The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1704–1706
The purpose of this paper is to examine how a first year technology teacher has managed the transition from her pre-service preparation program to her own classroom in a small rural middle school. The teacher was hired as a "technology teacher" who...
Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 72–83
In this paper we elaborate and extend the work of the EDUsummIT 2015 Thematic Working Group 7 (TWG7) by proposing a set of indicators on quality Technology-Enhanced Learning and Teaching (TEL&T). These indicators are intended as one component of ...
Educational Technology Research and Development Vol. 60, No. 3 (June 2012) pp. 383–398
Cluster analysis is a group of statistical methods that has great potential for analyzing the vast amounts of web server-log data to understand student learning from hyperlinked information resources. In this methodological paper we provide an...
Journal of Technology and Teacher Education Vol. 15, No. 4 (October 2007) pp. 483–512
The National Educational Technology Standards for Students (NETS*S) were developed to provide guidelines for effective and meaningful technology use with K-12 students. In the present study we used the NETS*S as a framework to analyze ways that...
Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 244–247
Current trends in education reflect a shift from traditional didactic pedagogy toward student-centered constructivist instructional practices. These trends are evident in increased attention to constructivist learning theory and teaching methods in...
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 2 (2004) pp. 89–136
The publishing process is often challenging for new educational technology scholars. This article provides insights into the publication process to help them understand and to increase the chances that their work will be accepted for publication in...
Journal of Technology and Teacher Education Vol. 13, No. 4 (October 2005) pp. 655–692
The publishing process is often challenging for new educational technology scholars. This article provides insights into the publication process to help them understand and to increase the chances that their work will be accepted for publication ...
Journal of Technology and Teacher Education Vol. 7, No. 2 (1999) pp. 153–172
The typical introduction to technology course focuses on helping preservice teachers develop skills for using technology and integrating it into their practice (Downs, 1992; McKenzie, 1994; Niess, 1991; Raiford & Braulick, 1995). Current national...
Dale S. Niederhauser; Sarah K. Howard; Joke Voogt; Douglas D. Agyei; Therese Laferriere; Jo Tondeur; Margaret J. Cox
Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 507–523
Although a positive impact of technology interventions on educational practice and student outcomes has been shown in many previous research settings, the use of technology in classrooms and schools is still often superficial and not meeting the...