Search results for author:"Catherine Adams"
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On the "Informed Use" of Powerpoint: Rejoining Vallance and Towndrow
Catherine Adams
Journal of Curriculum Studies Vol. 39, No. 2 (April 2007) pp. 229–233
As teachers become more informed about the affordances of information and communication technologies and take up the new tools in their classrooms, these same technologies are always already informing and reshaping their perceptions and actions in...
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PowerPoint, Habits of Mind, and Classroom Culture
Catherine Adams
Journal of Curriculum Studies Vol. 38, No. 4 (August 2006) pp. 389–411
In lecture halls, in secondary school classrooms, during training workshops, and at research conferences, PowerPoint is becoming a preferred method of communicating, presenting, and sharing knowledge. Questions have been raised about the...
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The Phenomenology of Space in Writing Online
Max van Manen; Catherine Adams
Educational Philosophy and Theory Vol. 41, No. 1 (February 2009) pp. 10–21
In this paper we explore the phenomenon of writing online. We ask, "Is writing by means of online technologies affected in a manner that differs significantly from the older technologies of pen on paper, typewriter, or even the word processor in an...
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Teachers Teaching in the New Mediascape: Digital Immigrants or "Natural Born Cyborgs"?
Catherine A. Adams; Patti Pente
E-Learning and Digital Media Vol. 8, No. 3 (2011) pp. 247–257
Schooled in an earlier time, educators are laboring to find meaningful purchase in new media environments, unable to match the fluency and sophistication of their "digital native" students. Yet is Marc Prensky's portrayal of teachers as "digital...
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Embodiment, Virtual Space, Temporality and Interpersonal Relations in Online Writing
Catherine Adams; Max van Manen
College Quarterly Vol. 9, No. 4 (2006)
In this paper we discuss how online seminar participants experience dimensions of embodiment, virtual space, interpersonal relations, and temporality; and how interacting through reading-writing, by means of online technologies, creates conditions,...
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A Classroom at Home: Children and the Lived World of MOOCs
Yin Yin; Catherine Adams; Erika Goble; Luis Francisco Vargas Madriz
Educational Media International Vol. 52, No. 2 (2015) pp. 88–99
This research asks "What is it like for a K-12 school-age child to learn in a massive open online course (MOOC)?" Evidence suggested that a significant number of children are participating in MOOCs either independently or alongside their...
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A Phenomenology of Learning Large: The Tutorial Sphere of xMOOC Video Lectures
Catherine Adams; Yin Yin; Luis Francisco Vargas Madriz; C Scott Mullen
Distance Education Vol. 35, No. 2 (2014) pp. 202–216
The current discourse surrounding Massive Open Online Courses (MOOCs) is powerful. Despite their rapid and widespread deployment, research has yet to confirm or refute some of the bold claims rationalizing the popularity and efficacy of these large...
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Preliminary evaluation of pharmacy resident integration within an academic interprofessional patient aligned care team at a Veterans Affairs Academic Medical Center
Ashley L. Adams; Richard M. Cadle; Amber B. Amspoker; Lindsey A. Martin; Sonya R. Wilmer; Julianna M. Fernandez; Christina E. Pereira; Ruby M. Shah; LeChauncy D. Woodard; Catherine L. Hatfield
Journal of Interprofessional Education & Practice Vol. 15, No. 1 (June 2019) pp. 55–59
The purpose of this paper is to describe pharmacy residents' experience and other post-graduate trainees' perspectives of pharmacy involvement in the initial stages of an interprofessional ambulatory care training program. Pharmacy residents...
Language: English