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Schrader P.G. Leu Donald J. Kinzer Charles K. Ataya Rosemarie Teale William H. Labbo Linda D. Cammack Dana 《Instructional Science》2003,31(4-5):317-340
This preliminary study explores the effects ofusing CTELL (Case Technologies EnhancingLiteracy Learning) cases on preserviceteachers' learning. Students participated inone of three instructional treatments:traditional, traditional plus video, andtraditional plus CTELL cases. A pre-postconcept web, describing students' understandingof effective reading instruction, served as themajor outcome measure. This was supplementedwith a unidimensional confidence measure,journal entries, and student interviews. Nosignificant differences were found for any ofthe three treatment conditions on the conceptmapping task or the confidence measure.However, the journal entries and interview datahighlight important issues, challenges andbenefits, with respect to the use of multimediacases. Implications for teacher education areexplored. 相似文献
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Abstract Using surveys and interviews as a data set, this study explored the influence of multimedia cases in preservice literacy methods courses by following a set of preservice teachers into their first years of teaching. Analysis of the survey and interview data yielded three salient themes. First, respondents reported that their methods courses had positively influenced their teaching. Second, respondents reported several factors (e.g., active involvement during class time, the enthusiasm of the instructor) as influential in their recall of course content. Third, respondents reported that the use of the multimedia cases influenced their learning, both during their teacher education program and in their current teaching. This follow‐up study offers insight into the connections teachers make between their teacher education programs and their later teaching and serves as an impetus for future research into the potential benefits of using multimedia cases as a way to situate preservice teacher learning in real problems. 相似文献
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Diana L. M. Sharp John D. Bransford Susan R. Goldman Victoria J. Risko Charles K. Kinzer Nancy J. Vye 《Educational technology research and development : ETR & D》1995,43(4):25-42
Multimedia technology allows precise coordination of linguistic and visual information and may provide teachers with tools for enhancing literacy foundations in children–especially those who might otherwise be at-risk for school failure. This research explores the hypothesis that a multimedia environment with dynamic visual support facilitates language comprehension when children listen to short stories. Kindergarten children heard stories in three conditions: Helpful video, in which dynamic, silent video accompanied the beginning of stories; No video, in which children only heard the stories; and Minimal video, in which static images of characters and places accompanied the beginning of stories. In all conditions, the ending of the story was presented without visual support. Overall, the pattern of results suggests that dynamic visual support can provide a framework for understanding and remembering linguistic information.This research was funded by the National Institute of Child Health and Development, grant P01 HD15051-12. The views expressed in this article do not necessarily reflect the views of that organization. 相似文献
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Fu-Hsing Tsai Charles Kinzer Kuo-Hsun Hung Cheng-Ling Alice Chen I-Ying Hsu 《Interactive Learning Environments》2013,21(2):116-128
While most current educational simulation games provide learners with gameplay experience to motivate learning, there is often a lack of focus on ensuring that the desired content knowledge is actually learned. Students may focus on completing game activities without learning the targeted content knowledge, thus negating the desired learning outcomes. We argue that to help students achieve improved learning performance, providing targeted content knowledge should be a specific focus in designing educational games; in addition, scaffolding strategies to promote the use of in-game contents should also be provided. Thus, the present study explores the effects and usage of providing three types of scaffolding aids in two versions of educational simulations with in-game contents. The results suggest that providing targeted content with scaffolding aid in educational simulation games helps students to achieve better learning performance. 相似文献
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Selen Turkay Daniel Hoffman Charles K. Kinzer Pantiphar Chantes Christopher Vicari 《学校用计算机》2014,31(1-2):2-22
Researchers have argued that an effort should be made to raise teachers’ and parents’ awareness of the potentially positive educational benefits of playing video games (e.g., see Baek, 2008). One part of this effort should be to increase understanding of how video games can be situated within teachers’ existing goals and knowledge of learning and instruction. However, relatively little research on game-based learning addresses teachers (Ketelhut & Schifter, 2011), and for many a gap remains between the apparent enthusiasm of researchers and policy makers relative to the potential of educational games and the attendant practicalities of selecting and implementing video games in classroom settings. This article begins to bridge this gap by providing research-based areas of awareness and a discussion of factors that can facilitate understanding related to choosing and using video games. To this end, we show how educational games can be conceptualized from different theoretical perspectives on learning and discuss a number of essential design issues that educators should take into account when considering a video game for educational use. 相似文献
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Manu Kapur Charles K. Kinzer 《Educational technology research and development : ETR & D》2007,55(5):439-459
This study investigated the effect of well- vs. ill-structured problem types on: (a) group interactional activity, (b) evolution
of group participation inequities, (c) group discussion quality, and (d) group performance in a synchronous, computer-supported
collaborative learning (CSCL) environment. Participants were 60 11th-grade science students working in three-member groups
(triads) who were randomly assigned to solve a well- or an ill-structured problem scenario on Newtonian Kinematics. Although
groups solving ill-structured problems generated more problem-centered interactional activity (a positive effect), they also
exhibited participation patterns that were more inequitable (a negative effect) than groups solving well-structured problems.
Interestingly, inequities in member participation patterns exhibited a high sensitivity to initial exchange and tended to
get “locked-in” early in the discussion, ultimately lowering the quality of discussion and, in turn, the group performance.
Findings and their implications for theory, methodology, and scaffolding of CSCL groups are discussed.
Manu Kapur is an Assistant Professor of Learning Sciences and Technologies at the National Institute of Education of Nanyang Technological University of Singapore. Charles K. Kinzer is a Professor of Education and Technologies, and Coordinator of the program in Communication, Computing and Technology in Education at Teachers College, Columbia University in New York. 相似文献
| Charles K. KinzerEmail: |
Manu Kapur is an Assistant Professor of Learning Sciences and Technologies at the National Institute of Education of Nanyang Technological University of Singapore. Charles K. Kinzer is a Professor of Education and Technologies, and Coordinator of the program in Communication, Computing and Technology in Education at Teachers College, Columbia University in New York. 相似文献
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Designing technology to support reflection 总被引：2，自引：0，他引：2
Xiaodong Lin Cindy Hmelo Charles K. Kinzer Teresa J. Secules 《Educational technology research and development : ETR & D》1999,47(3):43-62
Technology can play a powerful role in supporting student reflection. Sociocognitive theories provide a conceptual framework that we use to consider systems that afford reflective thinking. Reflective thinking involves actively monitoring, evaluating, and modifying one's thinking and comparing it to both expert models and peers. This requires a combination of both individual and collaborative reflection. These theoretical frameworks suggest four ways that technology can provide powerful scaffolding for reflection: (a) process displays, (b) process prompts, (c) process models, and (d) a forum for reflective social discourse. Each approach is presented with specific examples illustrating its design features. We argue that a systems approach that combines these different scaffolding techniques may be even more powerful. Modern technologies can provide students with rich resources for reflection and help students develop adaptive learning expertise through reflective practice. We conclude with a discussion of design issues that should be considered in the future.The preparation of this article was supported by a Vanderbilt University Research Council grant and a Spencer Fellowship to the first author. The ideas expressed in this paper are those of the authors and do not necessarily reflect the positions of the granting agencies. We thank John Bransford, Allan Collins, Ben Loh and Susan Williams for their insightful suggestions on drafts of this article. We also thank Eliot Soloway, Shari Jackson Metcalf and the highly interactive computing group at the University of Michigan for their permission to use the graphics of the Model-It program. Finally, we thank the reviewers for their comments and suggestions. 相似文献
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