Search results for author:"Thomas Brush"
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Thomas Brush
Indiana University
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Technology Planning and Implementation in Public Schools: A Five-State Comparison
Thomas Brush
Annual Meeting of the American Educational Research Association 1998 (April 1998)
The purpose of this study was to examine the differences in technology planning and implementation among schools in the southeastern United States. School administrators (294) from five southeastern states (Alabama, Florida, Georgia, Mississippi,...
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Teaching Pre-Service Teachers to Use Technology in the Classroom
Thomas Brush
Society for Information Technology & Teacher Education International Conference 1997 (1997) pp. 682–686
Not available.
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Teaching Pre-Service Teachers to Use Technology in the Classroom
Thomas Brush
Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 682–686
Not available.
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Introduction to the Special Issue on Preparing Tomorrow's Teachers To Use Technology (PT3)
Thomas Brush
Educational Technology Research and Development Vol. 51, No. 1 (2003) pp. 39–40
Introduces the evaluative reports of projects funded by the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) initiative, one of the largest federally supported programs for preservice teacher education. Focus is...
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Developing a Collaborative Performance Support System for Practicing Teachers
Thomas Brush
Educational Technology Vol. 33, No. 11 (1993) pp. 39–45
Describes a performance support system that was developed at Indiana University to assist in the delivery of a distance education inservice teacher training program through course presentations, monitoring practicum activities, and promoting...
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PIHNet: A Web-Based Environment for Supporting Problem-Based Historical Inquiry
Thomas Brush; John Saye
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4754–4757
The purpose of this demonstration session is to demo the Persistent Issues in History Network (PIHNet), a web-based teaching and learning environment to support students' historical thinking. This demonstration will: (1) discuss the overall design...
Topics: Students
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Supporting PreService Technology Integration: Transition from a Single Stand Alone Course
Theresa Cullen; Thomas Brush
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3138–3141
This presentation will detail the design process of two one-hour courses that support preservice teachers to design technology-rich lesson plans and implement them in a K-12 classroom. Details about how student activities are structured and...
Topics: Students
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Transforming the Pre-service Teacher Education Technology Curriculum at Indiana University: An Integrative Approach
Thomas Brush; Robert Appelman
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1613–1619
The purpose of this paper is to describe the efforts by Indiana University (IU) to transform their traditional technology course for pre-service teachers into a broader set of experiences integrated with the entire teacher education curriculum. This ...
Topics: Educational Technology, Teachers, Curriculum
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Embedding Cooperative Learning into the Design of Integrated Learning Systems: Rationale and Guidelines
Thomas A. Brush
Educational Technology Research and Development Vol. 46, No. 3 (1998) pp. 5–18
Examines the research dealing with integrating cooperative-learning strategies and computer-based instruction, and provides guidelines and strategies for designing Integrated Learning System (ILS) instruction that enhances opportunities for...
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Tools to Promote Problem-Based Inquriy in Social Studies: The Perisistent Issues in History Network
Thomas Brush; John Saye
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3799–3800
The Persistent Issues in History Network (PIHNet) is a web-based teaching and learning environment to support problem-based historical inquiry (PBHI) in social studies classrooms. This paper will: (1) discuss the overall design of the PIHNet...
Topics: Multimedia, Secondary Education, Social Studies, Professional Development, Ethical Issues
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The Effectiveness of Cooperative Learning for Low- and High-Achieving Students Using an Integrated Learning System
Thomas A. Brush
Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (1996)
In recent years, many schools have turned to Integrated Learning Systems (ILSs) to facilitate instruction and assist with raising state standardized test scores. Typically, these ILSs are utilized in a computer lab with students working individually ...
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The Effects of Multimedia-Supported Problem-Based Inquiry on Student Engagement, Empathy, and Assumptions about History
Thomas Brush; John Saye
Interdisciplinary Journal of Problem-based Learning Vol. 2, No. 1 (2008) pp. 21–56
This research extends a continuing line of inquiry investigating how multimedia resources might be joined with other support structures to effectively implement problem-based inquiry (PBI) activities in secondary history classrooms. Two history...
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The Effects of Group Composition on Achievement and Time on Task for Students Completing ILS Activities in Cooperative Pairs
Thomas A. Brush
Journal of Research on Computing in Education Vol. 30, No. 1 (1997) pp. 2–17
Discusses a computer-assisted instruction study that examined the impact of group composition on student achievement, time on task, and group interactions when completing integrated learning system (ILS) math activities in cooperative pairs. The...
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Implementation and Evaluation of a Student-Centered Learning Unit: A Case Study
Thomas Brush; John Saye
Educational Technology Research and Development Vol. 48, No. 3 (2000) pp. 79–100
Explores the issues involved in implementing a technology-enhanced student-centered unit in order to provide recommendations to improve and enhance these types of learning activities. Results suggest that a variety of factors impact the success or...
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Technology Planning and Implementation in Public Schools: A Five-State Comparison
Thomas A. Brush
Computers in the Schools Vol. 15, No. 2 (1999) pp. 11–23
Examines the differences in technology planning and implementation among schools in the southeastern United States. Analysis of survey data was conducted in three areas: comparison of technology planning variables by state; ranking of overall...
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Strategies for Preparing Preservice Social Studies Teachers to Effectively Integrate Technology: Models and Practices
Thomas Brush; John Saye
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 46–59
This paper describes strategies used by the authors to assist preservice social studies teachers with understanding and applying models and practices for effectively integrating technology into their future classrooms—thus, strengthening the link...
Topics: Secondary Education, Social Studies, Preservice Teacher Education, Instructional Design, Integration
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How Preservice Elementary Teachers Envision the Role of Technology and Science in their Future Classrooms
Theresa Cullen; Thomas Brush
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3399–3402
The purpose of the study was to determine beliefs held by beginning preservice teachers about the role of technology and science in their future classrooms. Drawings of future classrooms, descriptive essays, survey data, and class discussions were...
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The Use of Embedded Scaffolds with Hypermedia-Supported Student-Centered Learning
John Saye; Thomas Brush
Journal of Educational Multimedia and Hypermedia Vol. 10, No. 4 (2001) pp. 333–356
There is growing evidence that student-centered learning activities promote the development of higher-order skills such as critical thinking and problem solving. However, there are difficulties associated with supporting student-centered learning....
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A Field-Based Model for Integrating Technology into Pre-Service Teacher Education
Thomas Brush; Ann Igoe
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 1872–1877
While most researchers agree that more technology training is needed for teachers, numerous suggestions exist in the literature regarding the content of the training and the methods for delivering the training. Many researchers believe that...
Topics: Training, Teachers, Integration, Educational Technology
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“I think this is really beneficial. You should do this again.”: A case study of implementing authentic K-12 classroom cases in a social studies methods course
Sungwon Shin; Thomas Brush
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2419–2426
This paper discusses a case study of a social studies methods course in which hypermedia-enhanced authentic K-12 classroom cases are used to support preservice teachers’ understanding of discipline-specific teaching strategies and classroom...
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SITE Forum Discussion: A U.S. Department of Education National Study of Preservice Technology Integration Programs
Thomas A. Brush; Anne Leftwich
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5350–5349
The Center for Evaluation and Education Policy in the Indiana University School of Education will partner with a Washington, D.C.-area company for a first-of-its kind, $3.1 million project examining how current and emerging technologies are being...
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Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom
John W. Saye; Thomas Brush
Theory and Research in Social Education Vol. 32, No. 3 (2004) pp. 349–378
This paper explores whether a scaffolded, multimedia learning environment might mitigate obstacles that dissuade teachers from implementing problem-based practices. We present a longitudinal analysis of one expository-oriented teacher's experience...
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Student Reasoning about Ill-Structured Social Problems in a Multimedia-Supported Learning Environment
John W. Saye; Thomas Brush
Annual Meeting of the National Council for the Social Studies 1999 (Nov 19, 1999)
This paper summarizes findings from a case study exploring high school students' responses to a technology-supported, problem-centered U.S. history unit. A team of teacher educators and secondary school social studies teachers conceptualized ...
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Preparing Teacher Educators to Use Technology: Issues and Perceptions in Elementary Education Methods Courses
Thomas Brush; T. Colette Smith
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1452–1453
The purpose of this paper is to describe a work in progress that reveals teacher educators' perceptions and applications of technology integration in the methods courses they teach. Data sources comprise of survey results and semi-structured...
Topics: Teaching Methods, Educational Technology, Teachers, Integration
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Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research
Khe Foon Hew; Thomas Brush
Educational Technology Research and Development Vol. 55, No. 3 (June 2007) pp. 223–252
Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the...
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Comparing How Teachers use Technology and Teacher Education Programs Prepare Teachers to use Technology
Anne Ottenbreit-Leftwich; Thomas Brush
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1607–1614
Abstract: The purpose of this study was to investigate how teachers are prepared to use technology in their classrooms, and what experiences or topics impact the things that teachers do in their classrooms. The research questions for this study were ...
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Scaffolding Critical Reasoning about History and Social Issues in Multimedia-Supported Learning Environments
John W. Saye; Thomas Brush
Educational Technology Research and Development Vol. 50, No. 3 (2002) pp. 77–96
Advances a line of research that investigates the potential of hypermedia resources and scaffolding for supporting problem-based social studies and developing critical reasoning. The line of inquiry consists of a series of generative design...
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Using Computer-Mediated Communications To Enhance Instructional Design Classes: A Case Study
Thomas A. Brush; Lorna Uden
International Journal of Instructional Media Vol. 27, No. 2 (2000) pp. 157–64
Describes a case study involving the implementation of computer-mediated communications via the Internet linking two university instructional design classes in two different countries. Includes examples from student discussions, demonstrates the...
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Comparing Teachers' Strategies for Supporting Student Inquiry in a Problem-Based Multimedia-Enhanced History Unit
John W. Saye; Thomas Brush
Theory and Research in Social Education Vol. 34, No. 2 (2006) pp. 183–212
This paper explores how teachers with different teaching styles conceptualized and implemented a multimedia-supported problem-based inquiry (PBI) unit. We focus on how the teachers supported student thinking and examine underlying belief, knowledge, ...
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Integrating Technology into Preservice Teacher Education: Comparing a Field-Based Model with a Traditional Approach
Krista Glazewski; Thomas Brush; Kimberly Berg
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1968–1972
This study comprises one component of a PT3 funded investigation into the effectiveness of combining technology integration techniques with field-based preservice teacher methods courses. One data collection instrument, the Technology Attitudes and ...
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Instructional Strategies Utilized During the Implementation of a Hypermedia, Problem-Based Learning Environment: A Case Study
Krista Glazewski; James Klein; Thomas Brush
Journal of Interactive Learning Research
This article reports on a case study conducted to examine the instructional strategies utilized, teacher and student attitudes, and student achievement when a sixth-grade teacher and her 19 students implemented a hypermedia, problem-based learning...
Topics: k-12, teaching, Multimedia, hypermedia, Science, problem based learning, Educational multimedia
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Supporting In-Service Teachers' Professional Teaching Knowledge With Educatively Scaffolded Digital Curriculum
Cory Callahan; John Saye; Thomas Brush
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 4 (December 2015) pp. 568–599
This article advances a continuing line of inquiry into the potential of digital educative curriculum materials to support teachers’ development of professional teaching knowledge. Instead of standalone levers of change, the educative curricula in...
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Teaching for Application: A Model for Assisting Pre-Service Teachers With Technology Integration
Jung Won Hur; Theresa Cullen; Thomas Brush
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 161–182
The purpose of this paper is to introduce a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K–12 classrooms. Based on studies in teacher education, learning theory, and technology...
Topics: Instructional Design, Teachers, Integration, Educational Technology, Preservice Teacher Education, Teaching Methods
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Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors
Hyo-Jeong So; Thomas A. Brush
Computers & Education Vol. 51, No. 1 (August 2008) pp. 318–336
The purpose of this study was to examine the relationships of the students’ perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three ...
Language: English
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Designing Web-Based Educative Curriculum Materials for the Social Studies
Cory Callahan; John Saye; Thomas Brush
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 2 (June 2013) pp. 126–155
This paper reports on a design experiment of web-based curriculum materials explicitly created to help social studies teachers develop their professional teaching knowledge. Web-based social studies curriculum reform efforts, human-centered...
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Social Studies Teachers’ Interactions with a Second Generation of Web-Based Educative Curriculum
Cory Callahan; John Saye; Thomas Brush
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1206–1211
This design experiment advances a continuing line of research investigating web-based educative curriculum designed to help social studies teachers envision a robust professional teaching knowledge. Our findings suggest the familiarity of...
Topics: social studies education, New Possibilities with Information Technologies
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How do Pre-service Social Studies Teachers Implement Problem-based Historical Inquiry Strategies – A Scenario-based Survey Study
Ying Wang; Sunkyung Watson; Thomas Brush
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4956–4960
A scenario-based survey was administered to 33 pre-service social studies teachers to examine their perceived problem-based historical inquiry (PBHI) teaching strategies. The results of data analysis indicate that pre-service teachers recognize the...
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Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-Generated Online Communities of K-12 Teachers?
Jung Won Hur; Thomas A. Brush
Journal of Research on Technology in Education Vol. 41, No. 3 (2009) pp. 279–303
The purpose of this study was to examine reasons for teacher participation in online communities of K-12 teachers. The authors interviewed 23 teachers from three self-generated online communities and analyzed more than 2,000 postings in those...
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Assisting Teachers' Thinking and Participation Online
Ugur Kale; Thomas Brush; John Saye
Journal of Educational Computing Research Vol. 41, No. 3 (2009) pp. 287–317
This study examines online messages in a discussion forum that a group of K-12 history teachers used to discuss curriculum implementations as part of their professional development. It has 3 main research foci. First, it focuses on identifying the...
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Development of an Instrument to Measure Preservice Teachers' Technology Skills, Technology Beliefs, and Technology Barriers
Thomas Brush; Krista D. Glazewski; Khe Foon Hew
Computers in the Schools Vol. 25, No. 1 (July 2008) pp. 112–125
The purpose of this study was to develop and field-test the Technology Skills, Beliefs, and Barriers scale and to determine its validity and reliability for use with preservice teachers. Data were collected from 176 preservice teachers enrolled in a ...
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Design and Delivery of Integrated Learning Systems: Their Impact on Student Achievement and Attitudes
Thomas A. Brush; John Armstrong; Dan Barbrow; Lois Ulintz
Journal of Educational Computing Research Vol. 21, No. 4 (1999) pp. 475–86
Describes research conducted with students in grades three, four, and five to determine if providing teachers with a wider variety of computer-based resources to integrate with instructional activities would have a positive effect on student...
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Online Communication Patterns of Teachers
Ugur Kale; Thomas Brush; Alison Bryant; John Saye
Journal of Interactive Learning Research Vol. 22, No. 4 (December 2011) pp. 491–522
Preliminary efforts to examine teachers’ online participation and depth of messages have tended to focus solely on message metrics (e.g., counting the number of messages). However, such efforts do not address online messages in relation to one...
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Mixed Methods for Research on Blended Learning in Teacher Education
Ying Wang; Curtis J. Bonk; Ginette Delandshere; Thomas Brush
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4359–4361
Blended learning has great potentials to be applied in teacher education to increase the access and quality of teacher education programs. Mixed methods combine quantitative and qualitative methods to collect, analyze, and interpret data. Applying...
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Implementing Socially Relevant Problem-Based Computer Science Curriculum at the Elementary Level: Students’ Computer Science Knowledge and Teachers’ Implementation Needs
Thomas Brush; Anne Ottenbreit-Leftwich; Kyungbin Kwon; Michael Karlin
Journal of Computers in Mathematics and Science Teaching Vol. 39, No. 2 (April 2020) pp. 109–123
The focus of this research project was to examine how problem-based learning (PBL) impacts students’ interest and knowledge in computer science (CS) at the elementary level. By focusing on a problem that emphasizes social activism, we hypothesized...
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Using technology-enhanced cases in teacher education: An exploratory study in a social studies methods course
Sungwon Shin; Thomas A. Brush; John W. Saye
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 78, No. 1 (February 2019) pp. 151–164
The purpose of this case study was to gain insight into pre-service teachers' and an instructor's perceptions and experiences on their uses of technology-enhanced cases in a teaching methods course. Findings demonstrate two different reactions from...
Language: English
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An Assessment of Technology Skills and Classroom Technology Integration Experience in Preservice and Practicing Teachers
Jonathan Brinkerhoff; Heng-Yu Ku; Krista Glazewski; Thomas Brush
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 1866–1871
This study comprised the initial phase of a Preparing for Tomorrow's Teachers to Use Technology (PT3) funded investigation into the effects of integrating technology skills acquisition and preservice teacher methods courses on preservice teachers'...
Topics: Teaching Methods, Competencies, Teachers, Integration
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Beyond Teaching Isolated Computer Skills: Modeling Technology Integration
Charlotte Stromfors; Ann Igoe; Gamze Ozogul; Thomas Brush
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3752–3755
Having the best resources available in schools for teachers does not guarantee that technology will be used to teach and to enhance student learning. So here is the challenge that many teacher-training institutions face: How to train pre-service...
Topics: Training, Teachers, Social Studies, Social Sciences
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Instructional Strategies Utilized During the Implementation of a Hypermedia, Problem-Based Learning Environment: A Case Study
Krista D. Simons; James D. Klein; Thomas R. Brush
Journal of Interactive Learning Research Vol. 15, No. 3 (2004) pp. 213–233
This article reports on a case study conducted to examine the instructional strategies utilized, teacher and student attitudes, and student achievement when a sixth-grade teacher and her 19 students implemented a hypermedia, problem-based learning...
Topics: Achievement, Attitudes, Instructional Materials, Middle School Education, Students
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Interpersonal Consulting Skills for Instructional Technology Consultants: A Multiple Case Study
Peter van Leusen; Anne T. Ottenbreit-Lefwich; Thomas Brush
TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 3 (2016) pp. 253–259
Building a trust-based relationship with faculty is one of the most important attributes of effective Instructional Technology Consultants (ITC) in order to integrate emerging technologies into higher education. Utilizing a multiple case study...
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Attitudes of Summer Institute Participants Towards Integrating Technology in Instructional Strategies
Lisa Krumwiede; Ann Igoe; Charlotte Stromfors; Thomas Brush
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3858–3861
Abstract: This paper is a report on the findings of a study conducted during a PT3 Summer Institute on technology integration for in-service teachers. A 40-item survey was used to gather perceptions related to barriers for using technology,...
Topics: Integration, Educational Technology