Search results for author:"Richard Hechter"
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University of Manitoba
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4115–4121
The intermediate overlap between technological knowledge, pedagogical knowledge and science content knowledge, as in TPK, TSCK, and PSCK, is critical to enriching science teaching and learning. The purpose of this study was to examine the...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 768–769
The online teaching landscape is grounded in the digital transmission of content knowledge. The framework for online teaching continues to evolve to create meaningful, rich online courses. While the virtual classroom experience is housed online,...
Physics Teacher Vol. 51, No. 6 (September 2013) pp. 346–347
With the increased availability of modern technology and handheld probeware for classrooms, the iPad and the Video Physics application developed by Vernier are used to capture and analyze the motion of an ice hockey puck within secondary-level...
Themes in Science and Technology Education Vol. 6, No. 2 (Oct 07, 2013) pp. 73–90
This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content...
YouTube Videos in the Pre-service Science Teacher Classroom: Increasing Awareness of the TPACK Intersections One Clip at a Time
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4519–4521
The frequency of technology integration, and more specifically online video integration (ie Youtube), in science education courses continues to increase. Many studies suggest that incorporating elements of selected videos into science lessons...
Using Online Videos in the Science Methods Classroom as Context for Developing Preservice Teachers’ Awareness of the TPACK Components
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3841–3848
: The interplay between technological knowledge, pedagogical knowledge and science content knowledge (TPACK) is critical to enriching science teaching and learning. The purpose of this study was to determine if preservice teachers could recognize...
Promoting Creative Thinking and Expression of Science Concepts Among Elementary Teacher Candidates Through Science Content Movie Creation and Showcasing.
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 4 (December 2010) pp. 411–431
This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards...
I Know I Am Supposed To, But I Just Can’t: Insights into Technology Integration in Science Classrooms
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4112–4114
This paper is a preliminary report on the findings of a research study conducted with Manitoban science teachers regarding the nature of technology integration into their science classrooms. This project, a piece of a greater project, incorporated...
Tech-savvy science education? Understanding teacher pedagogical practices for integrating technology in K-12 classrooms.
Journal of Computers in Mathematics and Science Teaching Vol. 33, No. 1 (January 2014) pp. 27–47
This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n= 433) completed a 10-item online survey...
Pre-service elementary teachers creating science concept movies as context for communicating evidence-based explanations aligned with the Next Generation Science Standards
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2800–2807
This paper represents the progression of a research study first presented at the 2008 ASTE Conference of our effort to help pre-service elementary teachers learn to teach science within the context of envisioning and creating their own science...
Developing a Rubric for the Evaluation of 5th-12th Grade Science Mobile Applications: The Design of MASS
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2332–2340
This paper details the process of creating, developing and testing a mobile science application rubric so as to aid secondary science classroom teachers in selecting and rating science applications for a K-12 student target population and its...
Education Research and Perspectives Vol. 39, No. 1 (2012) pp. 136–152
This theoretical paper offers a conceptual interpretation of the Technological, Pedagogical, and Content Knowledge (TPCK) framework to include the role of context within practical classroom applications. Our interpretation suggests that the...
Computers & Education Vol. 75, No. 1 (June 2014) pp. 65–71
Tablets devices for student use present several advantages over laptops and desktops including portability, touch-screen features and numerous applications. However, the magnitude of apps available also presents a challenge for secondary science...