Impact of Classroom Computer Use on Computer Anxiety

Matthew E. Lambert

Increasing use of computer programs for undergraduate psychology education has raised concern over the impact of computer anxiety on educational performance. Additionally, some researchers have indicated that classroom computer use can exacerbate...

Computer Simulation Utilization in Graduate Behavior Therapy Training

Matthew E. Lambert

Practicum experiences are thought to be a time for honing clinical skills and integrating content course material with clinical practice. Often, however, the range of clinical problems encountered during practica is restricted, limiting the variety...

Effects of Psychology Courseware Use on Computer Anxiety in Students

Matthew E. Lambert; Gerard Lenthall

Computers in Human Behavior Vol. 5, No. 3 (1989) pp. 207–14

Describes study that examined the relationship between computer anxiety and the use of psychology courseware in an undergraduate abnormal psychology class using four computerized case simulations. Comparisons of pretest and posttest computer anxiety ...

Using Computerized Case Simulations in Undergraduate Psychology Courses

Matthew E. Lambert; Gerard Lenthall

Teaching of Psychology Vol. 15, No. 3 (1988) pp. 132–35

Describes use of computerized case simulations in which undergraduate psychology students are asked to function as therapists. Despite reporting positive reactions from instructors and students, emphasizes that simulation should be used only as a...

TPACK updated to measure pre-service teachers\u2019 twenty-first century skills

Teemu Valtonen; Erkko Sointu; Jari Kukkonen; Sini Kontkanen; Matthew Lambert; Kati Mkitalo-Siegl

Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)

Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take ...

North Carolina's Sixth Graders Go to Russia A global Education/curriculum Integration Project that Redefines the Virtual Field Trip and Makes Social Studies Education in a Technology Enabled Environment Meaningful and Exciting

James Clark; Amanda Robertson; Matthew Ross; Candy Beal; Bill Beal; Pru Cuper; Mary Davis; Judy Lambert

Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 2168–2169

This project traces the three year development of preservice teachers' global technology projects from the after-the-fact journaling accounts of a research trip to Russia to a year long research study about Russia involving hundreds of sixth grade...

Topics: Preservice Teacher Education, Middle School Education, Teachers, Educational Technology, Students

Overcoming the Limitations of Learning Objects

David Wiley; Sandie Waters; Deonne Dawson; Brent Lambert; Matthew Barclay; David Wade; Laurie Nelson

Journal of Educational Multimedia and Hypermedia Vol. 13, No. 4 (2004) pp. 507–521

There are a number of issues that face individuals who would use learning objects for instructional purposes. These issues include problems with decontextualization, enabling meaningful reusability, and overcoming biases toward didactic approaches...

Topics: Learning Objects, Instructional Design

Differences in preservice teachers’ readiness to use ICT in education and development of TPACK

Erkko Sointu; Teemu Valtonen; Christine Cutucache; Jari Kukkonen; Matthew C. Lambert; Kati Mäkitalo-Siegl

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2462–2469

Education for the 21st century society requires the use of Information and Communication Technology (ICT) in education. This presents challenges for preservice teacher education. Thus, more cognate understanding about preservice teachers’ readiness...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Preparing (student-)teachers in using technology in their teaching: An international perspective – Part 1

Joke Voogt; Henk Sligte; Anneke Smits; Ottavia Trevisan; Marina de Rossi; Erkko Sointu; Teemu Valtonen; Matthew C. Lambert; Jenni Kankaanpää; Laura Hirsto; Kati Mäkitalo-Siegl; Jo Tondeur

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 675–678

A teacher’s Technological pedagogical Content Knowledge (TPACK) not only reflects what a teacher does with technology (the pedagogical actions), but, more importantly needs to reflect why teachers use specific technology to help students learn. The...

Topics: Teacher education and technology integration