Search results for author:"Matthew Anderson"
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Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1736–1738
This brief paper reports on a preliminary study that used Google Glass as a mechanism to inform student teachers on the execution of a lesson. The student-teachers were wearing Google Glass while teaching their class. This provided a teacher...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1121–1124
The study explores an instructional experience at the tactical level. Basically how does the teacher deploy tactics to realize a particular instructional strategy. With the advent of wearable technology we had the opportunity to see what the...
Topics: Wearable Technologies
Cognitive Psychology Vol. 58, No. 3 (May 2009) pp. 416–440
In two experiments, we studied how people's strategy choices emerge through an initial and then a more considered evaluation of available strategies. The experiments employed a computer-based paradigm where participants solved multiplication...
International Journal of Behavioral Consultation and Therapy Vol. 4, No. 4 (2008) pp. 340–347
Virtual reality exposure has recently emerged as an important tool for exposure therapy in the treatment of fear of flying. There have been numerous empirical studies that have evaluated the effectiveness of virtual reality exposure as compared to...
Professional Development to Support TPACK Technology Integration: The Initial Learning Trajectories of Thirteen Fifth- and Sixth-Grade Educators
Paul M. Morsink; Michelle Schira Hagerman; Anne Heintz; D Matthew Boyer; Robin Harris; Kristen Kereluik; Douglas K. Hartman; Anne Wood; Amber White; Carmen Woodruff; Tracey Anderson; Shelly Goldstein; Beth Hamm; Cindy Lewis; Paul Lewis; Cindy Mitchell; Jill Murphy; Lyn Rogers; Anne Sherrieb; Tammy Siegler; Kevin Withey
Journal of Education Vol. 191, No. 2 (2011) pp. 3–16
This study examined the initial learning trajectories of 13 upper elementary teachers as they developed technological, pedagogical, and content knowledge during a 7-month professional development program to integrate technology into classroom...