Search results for author:"Evrim+Baran"
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Turkish Online Journal of Educational Technology - TOJET Vol. 10, No. 4 (October 2011) pp. 370–377
TPACK (technological pedagogical content knowledge) has emerged as a clear and useful construct for researchers working to understand technology integration in learning and teaching. Whereas first generation TPACK work focused upon explaining and...
Paths to Exemplary Online Teaching: A Look at Teacher Roles, Competencies and Exemplary Online Teaching
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2853–2860
The rapid growth of online education in higher education is calling for the research on the knowledge, skills and competencies required for successful online teaching. However, teaching approaches tend to organize teachers’ roles without making...
Evrim Baran; Ann Thompson; Hsueh-Hua Chuang; Shu Ju Diana Tai; Wei Wang; Li-Shan Eva Tao; Ayse Gul Kara
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1771–1775
This symposium reports the research on faculty technology mentoring through the case studies where gradate students (mentors) worked with the faculty members (mentees) on various technology integration projects. Faculty Mentoring Program originated...
Joke Voogt; Tae Shin; Punya Mishra; Matt Koehler; Denise Schmidt; Evrim Baran; Ann Thompson; Wei Wang; Ghaida Alayyar; Petra Fisser; Douglas Agyei; Bart Ormel; Chantal Velthuis; Jo Tondeur; David Gibson
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4422–4426
Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful conceptual framework for understanding the teachers’ knowledge base needed for effectively teaching with technology. The symposium aims to further our thinking about TPACK...
Transforming Online Teaching Practice: Critical Analysis of the Literature on the Roles and Competencies of Online Teachers
Distance Education Vol. 32, No. 3 (2011) pp. 421–439
Understanding what is lacking in the online teaching literature is critical to helping researchers and practitioners develop programs and support mechanisms for online teachers in higher education. This review formulates a critique of the standards- ...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 409–411
The purpose of this paper is to present a theory-based needs analysis approach, a crucial part of any instructional design process, in establishing an online Master of Science (MS) program in Plant Breeding at a large Midwestern university. In this...
Joke Voogt; Ann Thompson; Punya Mishra; Petra Fisser; Ghaida Allayar; Douglas Agyei; Matthew Koehler; Tae Seob Shin; Leigh Graves Wolf; Mike DeSchryver; Denise Schmidt; Evrim Baran
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3940–3943
This symposium reports about research on professional development strategies that prepare pre-service teacher education students from various countries to become TPACK competent. All strategies have in common that they use a design approach to...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4152–4159
Teachers’ understanding of Technological Pedagogical Content Knowledge is critical in accomplishing successful technology integration in teaching. This study investigated how in-service teachers’ beliefs about teaching and technology changed as a...
Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4145–4151
Grounded in Schulman’s idea of Pedagogical Content Knowledge (1986), Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. The ...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5313–5317
The purpose of this study is to examine preservice teachers' development of and the complex interplay between teachnology, pedagogy and content knowledge (TPACK) with respect to teacher knowledge and practice. A longitudinal study has been designed...