53: Use-Inspired Research in Educational Technology This is an excerpt from Efficacious Technology Management: a Guide for School Leaders In 1997, Donald Stokes suggested designing a project to be one type of research does not prevent one from doing the other type, so the dichotomy of pure and applied research is misleading. According to Stokes, Read More
Teacher education has traditionally been informed by a framework comprising the content dimension (what is to be taught or the curriculum) and the pedagogy dimension (how it is taught or instruction). Shulman (1987) suggested teachers’ content knowledge and pedagogical knowledge cannot be developed in isolation, so he proposed “pedagogical content knowledge” (PCK) to describe the Read More
45: Three Questions About Assessment These ideas are further supported in Technology in Support of Diverse Assessment which was prepared for the 2017 AECT Annual Conference. “Assessment” has been an important aspect of teaching and learning (or perhaps more accurately, it has been a buzzword garnering much attention) for most of my career in education. Advocates for Read More
49: Technology Acceptance Model This except is from my book Efficacious Technology Management: A Guide for School Leaders Technology acceptance model was first elucidated to understand the observation “that performance gains are often obstructed by users’ unwillingness to accept and use available systems” (Davis, 1989 p. 319), and it has been used to study decisions Read More
50: Educational Design Research: A Planning Tool for Schools Schools are institutions that leaders seek to improve. They take actions so that operations are more efficient; they take actions so that outcomes are more closely aligned with goals than they currently are. They also take actions so that new goals are achieved. Whether the improvements Read More