Search results for author:"Susan Mckenney"
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Technology for Curriculum and Teacher Development: Software to Help Educators Learn While Designing Teacher Guides
Susan McKenney
Journal of Research on Technology in Education Vol. 38, No. 2 (2005) pp. 167–190
This article describes research on the quality of a computer program designed to help secondary level science teachers in southern Africa create exemplary paper-based lesson materials. Results of this study show that the content, support, and...
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Shaping computer-based support for curriculum developers
Susan McKenney
Computers & Education Vol. 50, No. 1 (January 2008) pp. 248–261
CASCADE-SEA stands for computer supported curriculum analysis, design and evaluation for science education in Africa. It is the name of a computer program designed to help secondary level science teachers in southern Africa create exemplary paper...
Language: English
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Research-Based Design & Design-Based Research: Affordances, Limitations & Synergies
Susan McKenney
E-Learn: World Conference on E-Learning Vol. 2014, No. 1 (Oct 29, 2014)
Research-based design is an orientation to educational development that is explicitly informed by existing research as well as formative evaluation. Design-based research is a genre of inquiry in which the design of innovative solutions to problems...
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Expert views on TPACK for early literacy: Priorities for teacher education
Susan Mckenney; Joke Voogt
Australasian Journal of Educational Technology Vol. 33, No. 5 (Oct 31, 2017)
Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This...
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Using ICT to Foster (Pre) Reading and Writing Skills in Young Children
Joke Voogt; Susan McKenney
Computers in the Schools Vol. 24, No. 3 (Jan 18, 2008) pp. 83–94
This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images...
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Designing technology for emergent literacy: The PictoPal initiative
Susan McKenney; Joke Voogt
Computers & Education Vol. 52, No. 4 (May 2009) pp. 719–729
PictoPal is the name of a technology-supported intervention designed to foster the development of emergent reading and writing skills in four and five year old children. Following the theoretical underpinnings and a brief description of PictoPal,...
Language: English
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Supporting teachers in data-informed educational design
Susan McKenney; Yishay Mor
British Journal of Educational Technology Vol. 46, No. 2 (Mar 30, 2015) pp. 265–279
Recent years have seen a growing recognition of the value of positioning teaching as a design science. In this context, we see a great potential in the possible synergy between educational design, learning analytics and teacher inquiry. This synergy ...
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Teacher Design of Technology for Emergent Literacy: An Explorative Feasibility Study
Susan McKenney; Joke Voogt
Australasian Journal of Early Childhood Vol. 37, No. 1 (March 2012) pp. 4–12
The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for...
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Systematic Review of Design-Based Research Progress: Is a Little Knowledge a Dangerous Thing?
Susan McKenney; Thomas C. Reeves
Educational Researcher Vol. 42, No. 2 (March 2013) pp. 97–100
Sufficient attention and resources have been allocated to design-based research (DBR) to warrant review concerning if and how its potential has been realized. Because the DBR literature clearly indicates that this type of research strives toward...
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Teachers Enacting a Technology-Rich Curriculum for Emergent Literacy
Amina Cviko; Susan McKenney; Joke Voogt
Educational Technology Research and Development Vol. 60, No. 1 (February 2012) pp. 31–54
PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching...
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Teachers as Co-Designers of Technology-Rich Learning Activities for Early Literacy
Amina Cviko; Susan McKenney; Joke Voogt
Technology, Pedagogy and Education Vol. 24, No. 4 (2015) pp. 443–459
Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought ...
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Teachers as Designers of Technology Enhanced Learning
Yael Kali; Susan McKenney; Ornit Sagy
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 173–179
While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn...
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Understanding Decision Making in Teachers' Curriculum Design Approaches
Ferry Boschman; Susan McKenney; Joke Voogt
Educational Technology Research and Development Vol. 62, No. 4 (August 2014) pp. 393–416
The goal of this study was to reach a better understanding of the intuitive decisions teachers make when designing a technology-rich learning environment. A multiple case-study design was employed to examine what kinds of factors (external...
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Publishing and perishing: The critical importance of educational design research
Jan Herrington; Thomas Reeves; Susan Mckenney
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 787–794
The outcomes of educational systems continue to lag far behind expectations at all levels, primary, secondary, and tertiary. Meanwhile, the sheer amount of educational research published in refereed journals has expanded enormously. There is an...
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Learning Literacy and Content Through Video Activities in Primary Education
Maaike Heitink; Petra Fisser; Susan McKenney
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1363–1369
This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video...
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Facilitating digital video production in the language arts curriculum
Susan McKenney; Joke Voogt; Joke Voogt
Australasian Journal of Educational Technology Vol. 27, No. 4 (Jan 01, 2011)
Two studies were conducted to facilitate the development of feasible support for the process of integrating digital video making activities in the primary school language arts curriculum. The first study explored which teaching supports would be...
Language: English
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Computer-Based Support for Curriculum Designers: A Case of Developmental Research
Susan McKenney; Jan van den Akker
Educational Technology Research and Development Vol. 53, No. 2 (2005) pp. 41–66
In this article, we explore the potential of the computer to support curriculum materials development within the context of secondary level science and mathematics education in southern Africa. During the four-year course of the study, a computer...
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Remedial teaching in Indian under-resourced communities: Professional development of para-teachers
Harini Raval; Susan Mckenney; Jules Pieters
International Journal of Educational Development Vol. 38, No. 1 (September 2014) pp. 87–93
This paper presents a summative evaluation of a professional development program for para-teachers within an Indian NGO. The program aimed to support para-teachers in well-structured learner-centered enactment by introducing planning and reflection...
Language: English
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Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis
Amina Cviko; Susan McKenney; Joke Voogt
Computers & Education Vol. 72, No. 1 (March 2014) pp. 68–79
The present study aims to provide insight into the value of different teacher roles in designing and implementing technology-rich learning activities for early literacy. Three cases, each with a different teacher role (executor-only, re-designer, co-...
Language: English
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Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities
Ferry Boschman; Susan McKenney; Joke Voogt
Computers & Education Vol. 82, No. 1 (2015) pp. 250–262
Research shows the benefits of collaborative design activity by teachers are that in their conversations (design talk) they develop technological pedagogical content knowledge (TPACK). While more and more teachers engage in collaborative design,...
Language: English
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Teacher Design Knowledge for Technology Enhanced Learning: An Ecological Framework for Investigating Assets and Needs
Susan McKenney; Yael Kali; Lina Markauskaite; Joke Voogt
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 181–202
Despite the fact that teaching is increasingly referred to as a design science, teacher education programs devote relatively little time to developing expertise in the design of instruction, beyond lesson planning. Yet today's teachers not only ...
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In search of design principles for developing digital learning & performance support for a student design task
Lars Bollen; Hans van der Meij; Henny Leemkuil; Susan McKenney
Australasian Journal of Educational Technology Vol. 31, No. 5 (Nov 19, 2015)
A digital learning and performance support environment for university student design tasks was developed. This paper describes on the design rationale, process, and the usage results to arrive at a core set of design principles for the construction...
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Computer Support for Curriculum Developers: CASCADE
Susan McKenney; Nienke Nieveen; Jan van der Akker
Educational Technology Research and Development Vol. 50, No. 4 (2002) pp. 25–35
Examines research on a computer-based tool, CASCADE (Computer Assisted Curriculum Analysis, Design and Evaluation), that was developed at the University of Twente (Netherlands) to assist in curriculum development. Discusses electronic performance...
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Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?
Susan McKenney; Ferry Boschman; Jules Pieters; Joke Voogt
TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 4 (2016) pp. 385–391
The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team...
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Design-based research and doctoral students: Guidelines for preparing a dissertation proposal
Jan Herrington; Susan McKenney; Thomas Reeves; Ron Oliver
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 4089–4097
At first glance, design-based research may appear to be such a long-term and intensive approach to educational inquiry that doctoral students, most of whom expect to complete their Ph.D. degree in 4-5 years, should not attempt to adopt this approach ...
Topics: Educational Technology, Research Methods, Students
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Publishing and perishing: The critical importance of educational design research
Thomas Reeves; Susan McKenney; Jan Herrington; Jan Herrington
Australasian Journal of Educational Technology Vol. 27, No. 1 (Jan 01, 2011)
The outcomes of educational systems continue to lag far behind expectations at all levels, primary, secondary, and tertiary. Meanwhile, the sheer amount of educational research published in refereed journals has expanded enormously. There is an...
Language: English
Topics: Educational Technology
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Collaborative Design as a Form of Professional Development
Joke Voogt; Therese Laferrière; Alain Breuleux; Rebecca C. Itow; Daniel T. Hickey; Susan McKenney
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 259–282
Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during...
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Research-Practice Interactions as Reported in Recent Design Studies: Still Promising, Still Hazy
Bart J. B. Ormel; Natalie N. Pareja Roblin; Susan E. McKenney; Joke M. Voogt; Jules M. Pieters
Educational Technology Research and Development Vol. 60, No. 6 (December 2012) pp. 967–986
This study portrays recent research-practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a...
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TPACK in language teaching: Implications for teacher education
Joke Voogt; Susan McKenney; Bas Trimbos; Daniela Fasoglio; Petra Fisser; Allard Strijker; Shu-Ju Diana Tai; Anneke Smits; Roland Bruijn; Henk la Roi; Floor van Renssen; Denise Crawford-Schmidt
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3121–3125
From the perspective that a teacher’s TPACK depends on the subject domain, the students and the ecology of the school and the classroom, this symposium intends to contribute to a better understanding of TPACK in language teaching. We present four...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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TPACK in language teaching: Implications for teacher education
Joke Voogt; Susan McKenney; Bas Trimbos; Daniela Fasoglio; Petra Fisser; Allard Strijker; Shu-Ju Diana Tai; Anneke Smits; Roland Bruijn; Henk la Roi; Floor van Renssen; Denise Crawford-Schmidt
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3116–3120
From the perspective that a teacher’s TPACK depends on the subject domain, the students and the ecology of the school and the classroom, this symposium intends to contribute to a better understanding of TPACK in language teaching. We present four...
Topics: Technological, Pedagogical Content Knowledge (TPACK)