Toward Appreciative Engagements with Slideware

Catherine Adams

World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 2134–2142

PowerPoint presentations make both an effective (informational) and affective (aesthetic) claim upon the student. Aesthetically, teachers using PowerPoint slides may be unwittingly educating a questionable cognitive style, shifting their students'...

Topics: Classrooms

Life at the Interface: Some Pedagogical Significances of Human-Technology Relations

Catherine Adams

Global Learn 2011 (Mar 28, 2011) pp. 1710–1717

This paper engages a phenomenological analysis of the interface, that is, the site of teachers' and students' everyday, pre-reflective involvements with digital media technologies. I explore the pedagogical significances of this intimate, ready-to...

Learning Management Systems as sites of surveillance, control, and corporatization: A review of the critical literature

Catherine Adams

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 252–257

This paper examines the educational research literature regarding enterprise-scale Learning Management Systems (LMSs) such as BlackBoard, Moodle and Desire2Learn. Specific criticisms leveled against LMSs are detailed. In particular, concerns have...

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...

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...

Interactive Whiteboard Integration as Both Subversive and Conserving Teaching Activities: Another Look at the Literature

Carolyn Grogan; Catherine Adams

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1793–1804

This review of the Interactive Whiteboard (IWB) educational research literature examines the larger political, economic, cultural and social contexts in which these devices are pressed into service for positive educational change. Unearthed are a...

Using SLoodle (Second Life and Moodle) in a Distance Education Class

Catherine Snoddy; Carol Adams

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) p. 1266

As more institutions offer courses through distance education, retention is becoming a topic of concern. The asynchronous format that many colleges use may increase the isolation that many distance education students feel. Utilizing a virtual...

PowerPoint and the pedagogy of digital media technology

Catherine Alison Adams

PowerPoint and the pedagogy of digital@media @?technology (2008) pp. 1–225

This hermeneutic phenomenological study explores students' and teachers' lived experiences of digital media technologies in the classroom. Using PowerPoint as a touchstone, my research investigates how software selectively extends but also...

What is the Lived Experience of a PowerPoint© Presentation for Students?

Catherine (Cathy) Adams

Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 794–799

PowerPoint has been suffering more than a few detractors as of late. On the heels of Tufte declaring PowerPoint "evil," the Columbia Accident Investigation Board partially implicates NASA's ubiquitous use of PowerPoint in the shuttle tragedy. And...

The World of MOOCs for a Child: The Case of Dino 101

Catherine Adams; Yin Yin

Global Learn 2015 (April 2015) pp. 694–698

This research asks, “What is it like for a school-age child to learn in a Massive Open Online Course (MOOC)”? Evidence suggested that a significant number of children and youth are participating MOOCs either independently or alongside their parents, ...

Topics: Children, online learning environments

Being-in a Learning Management System: Online Teachers and the Ethic of Care

Ellen Rose; Catherine Adams

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1894–1901

Since Noddings (1984) first made a case for acknowledging care as a core element and value in pedagogical relationships, research on care in classroom environments has flourished. However, although research confirms the importance of a supportive...

Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101

Catherine Adams; Yin Yin

International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2014 (October 2014)

This research explored what it is like for university students to participate in a Massive Open Online Course (MOOC) as part of their undergraduate course load. We report on some of the temporal dimensions of students' learning experiences as they...

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...

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...

Information and Communication Technologies as Educational Research Participants

Catherine Adams; Terrie-Lynn Thompson

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 2269–2273

In this paper, we explore the inclusion of information and communication technologies (ICTs) as key research participants when investigating 21st century learning environments. We ask: how do we bring to inquiry the high-technology artefacts...

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,...

Measuring K-12 Computational Thinking Concepts, Practices and Perspectives: An Examination of Current CT Assessments

Catherine Adams; Maria Cutumisu; Chang Lu

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 275–285

Computational Thinking (CT) is an essential skill for K-12 students in the 21st century. Many CT assessment instruments have been implemented for students at different grade levels. However, there is a lack of systematic grouping of CT assessments...

Topics: Computational Thinking, Research & Evaluation, Assessment and E-Folios

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...

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...

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