Search results for author:"Michael A. Evans"
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A Critical-Realist Response to the Postmodern Agenda in Instructional Design and Technology: A Way Forward
Educational Technology Research and Development Vol. 59, No. 6 (December 2011) pp. 799–815
Although providing an invigorating foundation for instructional design and technology theory and research, the postmodern agenda would benefit from clearer articulation and further refinement of ontological, epistemological, and methodological...
TechTrends: Linking Research and Practice to Improve Learning Vol. 48, No. 2 (2004) pp. 48–52
Over the past year the author has conducted user, task and context analyses as part of a larger project to develop a knowledge management (KM) system for the U.S. Navy. In this piece he shares that experience as well as point out a few of the...
The Overlapping Worlds View: Analvzing Identity Transformation in Real and Virtual Worlds and the Effects on Learning
Journal of Educational Technology Vol. 5, No. 2 (2008) pp. 55–63
Of late, digital game-based learning has attracted game designers, researchers and educators alike. Immersion in the virtual 3D environment of a game may have positive effects on K-12 students' cultivation of self (Dodge et al., 2006). Currently,...
Conceptual and Practical Issues Related to the Design for and Sustainability of Communities of Practice: The Case of E-Portfolio Use in Preservice Teacher Training
Technology, Pedagogy and Education Vol. 16, No. 2 (July 2007) pp. 199–214
According to Barab "et al." (2004), the ideal community of practice (CoP) is a "persistent, sustained social network of individuals, who share and develop an overlapping knowledge base, set of beliefs, values, history, and experiences focused on a...
“Just Tell Me What I Need To Know!”: The Potential Mismatch Between Online Pedagogy and Pre-Service Teacher Epistemic Development
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2141–2144
There is a growing consensus on the advantages of increased use of information technology in pre-service teacher education. Advocates argue that this arrangement permits for the instantiation of certain Constructivist tenets. However, theories of...
Learning without Boundaries: Developing Mobile Learning Scenarios for Elementary and Middle School Language Arts & Mathematics
Journal of Educational Technology Vol. 5, No. 4 (2009) pp. 38–44
This article provides an overview to a collaborative knowledge building project using iPod Touches in elementary and secondary language arts and mathematics classrooms, working with 4 teachers and over 80 students. The interactive technologies for...
Facilitating Guided Participation through Mobile Technologies: Designing Creative Learning Environments for Self and Others
Journal of Computing in Higher Education Vol. 20, No. 2 (November 2008) pp. 92–105
We appropriate Rogoff's ("Apprenticeship in thinking: Cognitive development in social context," 1991; in: Wertsch et al. (eds.) "Sociocultural studies of mind," 1993) notion of guided participation to demonstrate, through abbreviated case studies,...
College Student Preferences for Absolute Knowledge and Perspective in Instruction: Implications for Traditional and Online Learning Environments
Quarterly Review of Distance Education Vol. 8, No. 4 (2007) pp. 321–328
Survey data from 174 university students are presented, on a scale designed to measure preference for absolute knowledge and perspective in instruction, including online discussions. Results demonstrate a strong effect of class level such that...
Social Interactions and Instructional Artifacts: Emergent Socio-Technical Affordances and Constraints for Children's Geometric Thinking
Journal of Educational Computing Research Vol. 44, No. 2 (2011) pp. 141–171
The reported exploratory study consisted primarily of classroom visits, videotaped sessions, and post-treatment interviews whereby second graders (n = 12) worked on problems in planar geometry, individually and in triads, using physical and virtual...
Innovate: Journal of Online Education Vol. 5, No. 1 (October 2008)
Traditional e-learning efforts use information communication technologies to create and support educational opportunities that are not constrained by temporal and spatial considerations. The focus of ee-learning is to couple e-learning's approach...
School-Wide Adoption of a Mathematics Learning Game in a Middle School Setting: Using the TPACK Framework to Analyze Effects on Practice
Asia-Pacific Education Researcher Vol. 24, No. 3 (2015) pp. 495–504
This case study uses the Technological Pedagogical Content Knowledge (TPACK) framework to describe how teachers from two contiguous school districts in southwest Virginia implemented "The CandyFactory," an iPad-specific learning game that...
A Multimodal Approach to Coding Discourse: Collaboration, Distributed Cognition, and Geometric Reasoning
International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 2 (June 2011) pp. 253–278
Our research aims to identify children's communicative strategies when faced with the task of solving a geometric puzzle in CSCL contexts. We investigated how to identify and trace "distributed cognition" in problem-solving interactions based on...
Educational Media International Vol. 52, No. 1 (2015) pp. 47–57
This study examined the effects of a learning game, [The Math App] on the mathematics proficiency of middle school students. For the study, researchers recruited 306 students, Grades 6-8, from two schools in rural southwest Virginia. Over a nine...
Anderson Norton; Jesse L. M. Wilkins; Michael A. Evans; Kirby Deater-Deckard; Osman Balci; Mido Chang
Mathematics Teaching in the Middle School Vol. 19, No. 6 (February 2014) pp. 352–358
The authors introduce an educational video game (application, or "app"), "CandyFactory Educational Game," designed to promote students' development of partitive understanding of fractions while demonstrating the critical...
Journal of Science Education and Technology Vol. 23, No. 5 (October 2014) pp. 624–640
The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document...
Education and Information Technologies Vol. 21, No. 5 (2016) pp. 1283–1297
In an effort to maximizing success in mathematics, our research team implemented an educational video game in fifth grade mathematics classrooms in five schools in the Eastern US. The educational game was developed by our multi-disciplinary research ...
The synthesis approach to analysing educational design dataset: Application of three scaffolds to a learning by design task for postgraduate education students
Kate Thompson; Lucila Carvalho; Anindito Aditomo; Yannis Dimitriadis; Gregory Dyke; Michael A. Evans; Maryam Khosronejad; Roberto Martinez‐Maldonado; Peter Reimann; Dewa Wardak
British Journal of Educational Technology Vol. 46, No. 5 (Sep 01, 2015) pp. 1020–1027
The aims of the Synthesis and Scaffolding Project were to understand: the role of specific scaffolds in relation to the activity of learners, and the activity of learners during a collaborative design task from multiple perspectives, through the...