Zobrazeno 1 - 10
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pro vyhledávání: '"W. Monty Jones"'
Publikováno v:
Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1.
Publikováno v:
Journal of Research on Technology in Education. 53:317-332
Despite growing interest in the educational benefits of integrating making into formal educational contexts, few studies have examined professional development (PD) models for assisting K–12 teache...
Teachers’ perceptions of a maker-centered professional development experience: a multiple case study
Autor:
W. Monty Jones
Publikováno v:
International Journal of Technology and Design Education. 31:697-721
The emergence of the maker movement has prompted educational researchers to consider the affordances of maker-centered learning activities in formal K-12 environments. These affordances however will only be realized if teachers are provided effective
Autor:
W. Monty Jones, Michael L Schad
Publikováno v:
Journal of Research on Technology in Education. 52:65-78
The maker movement has sparked interest from stakeholders in K12 educational institutions based on its emphasis on science, technology, engineering, and math (STEM) content areas. However, the inte...
Akademický článek
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Publikováno v:
TechTrends. 64:37-49
There has been increased interest in utilizing making activities in classroom-based educational environments and research suggests these activities may promote desirable student dispositions such as increased confidence and agency. To realize these b
Autor:
W. Monty Jones, Brianne Jackson
Publikováno v:
Journal of Research on Technology in Education. 51:7-26
This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitati...
Publikováno v:
Journal of Digital Learning in Teacher Education. 34:31-42
This qualitative study examined preservice and early career teachers' preconceptions and misconceptions about making in education. Eighty-two preservice and early career teachers participated in br...
Publikováno v:
The International Journal of Information and Learning Technology. 34:428-438
Purpose The purpose of this paper is to examine a cohort of educators’ perspectives of a semester-long maker-based university course. Design/methodology/approach This qualitative study utilized participants’ weekly and end-of-semester written ref
Publikováno v:
Journal of Research on Technology in Education. 49:134-148
This qualitative study examined preservice teachers' beliefs about using maker activities in formal educational settings. Eighty-two preservice and early-career teachers at three different universities in the United States took part in one-time works