Matthew J Koehler | Michigan State University (original) (raw)

Featured Papers by Matthew J Koehler

Journal of Educational Psychology, 2010

Effects of a 1-semester professional development (PD) intervention that included expert coaching ... more Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. Differential effects of technologically mediated (remote) versus in-person (on-site) delivery of individualized coaching with teachers also were examined in a random assignment design. Hierarchical linear model analyses revealed positive PD intervention effects on general classroom environment (d ϭ 0.99) and classroom supports for early literacy and language development (d ϭ 0.92), and on children's letter knowledge (d ϭ 0.29), blending skills (d ϭ 0.18), writing (d ϭ 0.17), and concepts about print (d ϭ 0.22). No significant intervention effects on teaching practices and children's outcomes related to oral language were found. There were no differential effects of remote versus on-site delivery of literacy coaching.

Handbook of Educational Psychology (3rd edition) , Aug 2015

Mishra, P., Koehler, M.J., & Greenhow, C. (2015).The work of educational psychologists in a digit... more Mishra, P., Koehler, M.J., & Greenhow, C. (2015).The work of educational psychologists in a digitally networked world. In L. Corno & E.M. Anderman (Eds.) Handbook of Educational Psychology (3rd edition) (pp. 29-40). New York: Routledge.

The impetus for this paper stems from a concern about directions and progress in the measurement ... more The impetus for this paper stems from a concern about directions and progress in the measurement of the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration. In this paper, we develop the rationale for using a seven-criterion lens, based upon contemporary validity theory, for critiquing empirical investigations and measurements using the TPACK framework. This proposed seven-criterion lens may help researchers map out measurement principles and techniques that ensure reliable and valid measurement in TPACK research. Our critique of existing TPACK research using these criteria as a frame suggests several areas of theorizing and practice that are likely impeding the press for measurement. First are contradictions and confusion about the epistemology of TPACK. Second is the lack of clarity about the purpose of TPACK measurement. Third is the choice and use of measurement models and techniques. This article illustrates these limitations with examples from current TPACK and measurement based research and discusses directions and guidelines for further research. (Keywords: Technological Pedagogical Content Knowledge framework, TPACK, reliability, validity, measurement, assessment)

Handbook of research on teacher education in the digital age , 2015

Context is an essential aspect of educational research. In this chapter, the authors discuss how ... more Context is an essential aspect of educational research. In this chapter, the authors discuss how context has been avoided or has referred to different constructs among educational technology research, especially among research on the Technological Pedagogical Content Knowledge (TPACK) framework. The authors discuss the descriptive, inferential, and practical implications of the framework for the context of teachers’ TPACK advanced by Porras-Hernández and Salinas Amescua (2013). Then, they exemplify the power of this framework by using it to guide a descriptive study conducted to determine the extent to which the publications included context. They also describe what researchers meant by context as understood through the framework for context. The authors found that context was important but often missing from research about TPACK and that the meaning of context has differed widely. They discuss these findings in relation to the TPACK literature as well as for educational technology research.

Top Papers by Matthew J Koehler

Teachers College Record, 2006

Research in the area of educational technology has often been critiqued for a lack of theoretical... more Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

This paper describes a teacher knowledge framework for technology integration called technologica... more This paper describes a teacher knowledge framework for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s (1986, 1987) construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail as a complex interaction among three bodies of knowledge: content, pedagogy, and technology. The interaction of these bodies of
knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

Journal of Educational Computing Research, 2005

We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what tea... more We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data from a faculty development design seminar in which faculty members worked together with masters students to develop online courses. We developed and administered a survey that assessed the evolution of student-and faculty-participants' learning and perceptions about the learning environment, theoretical and practical knowledge of technology, course content (the design of online courses), group dynamics, and the growth of TPCK. Analyses focused on observed changes between the beginning and end of the semester. Results indicate that participants perceived that working in design teams to solve authentic problems of practice to be useful, challenging and fun. More importantly, the participants, both as individuals and as a group, appeared to have developed significantly in their knowledge of technology application, as well as in their TPCK. In brief, learning by design appears to be an effective instructional technique to develop deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function.

Page 1. McConnell, et al, 2008 1 Impact of Video-Based Teacher Reflections VIDEO-BASED TEACHER RE... more Page 1. McConnell, et al, 2008 1 Impact of Video-Based Teacher Reflections VIDEO-BASED TEACHER REFLECTION WHAT IS THE REAL EFFECT ON REFLECTIONS OF INSERVICE TEACHERS? Tom J. McConnell Mary ...

Page 1. Comparing Student Interactions in Second Life and Face-to-Face Role-playing Activities Fe... more Page 1. Comparing Student Interactions in Second Life and Face-to-Face Role-playing Activities Fei Gao Jeong Min Noh Matthew J. Koehler Michigan State University Abstract: This study compared student performances in ...

Prior research has mainly focused on what makes professional development effective from the progr... more Prior research has mainly focused on what makes professional development effective from the program design perspective. However, there is a lack of understanding about what teachers need for improvement in the context of educational reforms and curricular changes. This study used the pedagogical content knowledge framework to examine teachers’ needs for professional development situated in specific science topics. Data were drawn from a total of 118 science teachers who participated in a professional development program over 3 years. First, this study identified a list of common science topics that teachers needed to improve in life science, physics science, and earth science. Also, teachers perceived the needs to improve teaching of certain topics for different reasons: themselves, students, and curricular changes. Moreover, data analysis showed that teachers needed improvement in multiple areas of pedagogical content knowledge: learners, instructional strategies, curriculum, and assessment. In particular, inquiry teaching was one of the greatest challenges for most teachers.

This paper discusses new literacy practices that can be enabled through the creative repurposing ... more This paper discusses new literacy practices that can be enabled through the creative repurposing of digital technologies. We frame the discussion within the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK is a form of knowledge that teachers need to have in order to successfully integrate technology in their teaching. TPACK argues for the idea of teachers as designers of curriculum, who repurpose existing technical tools for pedagogical purposes. Finally we offer a set of implications of this approach for teacher preparation programs. Key Words: Technology; TPACK, Literacy Curriculum ichael Hughes (http.';/mhughes5.blogspot.com/) then a Sean Nash (http.';/nashworld.org/) is a high school biology teacher who sixth grade teacher in Jakarta, Indonesia, had his students maintains a multi-year social network for his classroom. One day he linked to do a ((word list. JJ But his approach was d!ffirent from a series qf websites (one blog was maintained Iy at 10 year oldgirl) where people what is done in elementary and middle schools across the were writing poetry about science or mathematics. nis form qf poetry (called country (and the world) where children are instructed to Math-Po or Sci-Po) lies at the unlikely (in traditional domain spec!fic thinking) . memorize the spelhng and difinition qf a set qf words relevant to that week:r junction between mathematical and scient!fic truth and fac~ and poetic expression curricular goals. Michaet wanted to use technology to facilitate complexity and through grammatical sUbversion. Seat? challenged his students to write poems deep understandtng beyond rote spelling memorization. Firs~ students in the about current !deas and topics they were learning about. His students took to the. class constructed the list Iy contributing words they had encountered In their . task with gusto and soon their website had a series qf poems about d!fficult own readtng. nen they looked up their meanings and finally went online scient!fic ideas. Sean has written about how this act if translation (from a lookingfor photographs that could Visually represent these words. nese tmages textbook or scient!fic article to a poem) requires deep understanding qf the content were then posted on their personal blogs and shared with all the other students His students were also now connected to a larger community qf sci-po and math-In the clas~ allowing students to compare and contrast d!ffirent Images that po wrtiers and their work has been read my many people across the world. Sean others had chosen (for the same word!J driving' home to them the nuances in also talks about how the process qf constructing something (the act qf design) can meaning that spec!fic words can convey. be as importan~ maybe more so, than the actual produce that emerges.

This paper describes a framework for teacher knowledge for technology integration called technolo... more This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, illstructured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

In this article we examine the need for fostering transformative learning, emphasizing the roles ... more In this article we examine the need for fostering transformative learning, emphasizing the roles that trans-disciplinary thinking and recent technologies can play in creating the transformative teaching and learning of the 21 st century. We introduce the Technological, Pedagogical Content Knowledge (TPACK) framework as a starting point for discussing the special kinds of knowledge, skills, and understanding that teachers require in order to become effective classroom mediators of transformative learning experiences. Within this framework, we propose seven cognitive tools needed for success in the new millennium, and describe how teachers can repurpose digital technologies to use these cognitive tools.

Page 1. It&#x27;s like a mirror in my face: Using video-analysis in learning communitie... more Page 1. It&#x27;s like a mirror in my face: Using video-analysis in learning communities of science teachers to foster reflection on teaching dilemmas Mary Lundeberg, Matthew J. Koehler, Meilan Zhang, Sunethra Karunaratne, Tom J. McConnell, Jan Eberhardt ...

pbl.educ.msu.edu

Page 1. 1 Teachers' burning questions: Understanding challenges that science teachers face a... more Page 1. 1 Teachers' burning questions: Understanding challenges that science teachers face and Problem-Based Learning as a framework to support teacher research Meilan Zhang, Mary Lundeberg, Matthew J. Koehler, Jan Eberhardt, Joyce Parker ...

Journal of Educational Psychology, 2010

Handbook of Educational Psychology (3rd edition) , Aug 2015

Handbook of research on teacher education in the digital age , 2015

Teachers College Record, 2006

Journal of Educational Computing Research, 2005

pbl.educ.msu.edu

This study compared student performances in role-playing activities in both a face-to-face (FTF) ... more This study compared student performances in role-playing activities in both a face-to-face (FTF) environment and a virtual 3D environment, Second Life (SL). We found that students produced a similar amount of communication in the two environments, but the communication styles were different. In SL role-playing activities, students took more conversational turns, but have shorter exchanges compared to the FTF environment. Students generated an equal amount of topic- related concepts in the two environments. They also reported role-playing activities in SL as more interesting and less formal. The educational implications for this study are discussed.

Computer Assisted Language Learning, 2015

ABSTRACT This paper reports the development and validation process of a self-assessment survey th... more ABSTRACT This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interviews and document analysis). The content validity of the items was established through expert and preservice teacher reviews. The survey was then validated through two rounds of exploratory factor analysis (EFA), the first with 174 preservice EFL teachers and the second with 204 preservice EFL teachers. The results of the first round indicated a five-factor structure: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth factor that combined TCK, TPK, and TPACK items. After revising the survey, the second round of EFA results showed a seven-factor structure that was consistent with the TPACK framework. The final TPACK-EFL survey included a total of 39 items: 9 TK, 5 CK, 6 PK, 5 PCK, 3 TCK, 7 TPK, and 4 TPACK. The results offer survey developers and teacher educators insight into establishing clear boundaries between the TPACK constructs. In particular, subject-specific strategies were used to generate clear and distinct items within the TCK and TPK constructs. Implications for developing other subject-specific TPACK surveys and using the TPACK-EFL survey in other countries are discussed.

One of the challenges faced by professional development planners is how to recruit and retain tea... more One of the challenges faced by professional development planners is how to recruit and retain teacher participants in the long-term programs that research has shown to be effective. Some teachers are hesitant to enroll in programs that require large commitments of time and effort. As a result, professional development (PD) programs may not serve enough teachers to have a broad

… Conference of the …, 2008

... Therefore, in PBL, Theories survive or fall in a rhetorical, intersubjective, communicative ... more ... Therefore, in PBL, Theories survive or fall in a rhetorical, intersubjective, communicative context (Glenn et al., 1999, p. 130). The study of Hmelo-Silver &amp;amp;amp; Barrows (2008) revealed the similar discursive process ... 252. Bella: Are we still number one? 253. ...

... collaborative teacher research Meilan Zhang*, Jan Eberhardt, Mary Lundeberg, Matthew J. Koehl... more ... collaborative teacher research Meilan Zhang*, Jan Eberhardt, Mary Lundeberg, Matthew J. Koehler, Joyce Parker [Michigan State University] ... the past or also are doing at the same time. Lily: [In this PD] no one is telling us, This is what you should do. ...

In this article, we discuss how the Harvard Method of case study, Interactive Communication Techn... more In this article, we discuss how the Harvard Method of case study, Interactive Communication Technologies and Cognitive Flexibility Theory may contribute to case-based learning about business decision-making. In particular, we are interested in designing learning environments that foster critical thinking, creativity, and reasoning that entertain multiple hypotheses from multiple perspectives. One such learning environment is the Panteon Interface, a web-based system for collaborative organizational analysis. We posit a framework for implementation and evaluation based upon Jonassen's "Meaningful Learning" model and Iowa's "Integrated Thinking Model." Based upon this framework, we briefly describe the design of Panteon and the results of a study utilizing focus group interviews, observations, and questionnaires to investigate participants' evaluation of the hypertextual methodology in comparison to the Harvard Case approach. The preliminary results indicate that both students and business experts favoured Panteon for its affordances to stimulate higher order cognitive skills. The implications and limitations of this study are discussed.

Synergy Education Press, Inc. is a small company whose aim is to provide high-quality research-ba... more Synergy Education Press, Inc. is a small company whose aim is to provide high-quality research-based teacher professional development materials for elementary mathematics and science educators. We will provide packages of multimedia and text-based products to help elementary math and science teachers develop deeper understandings of how children think about core math and science ideas (e.g., measurement, spatial reasoning, or inquiry-based

(in press) Conference Proceedings of the International Academic Conference of Preparing Quality S... more (in press) Conference Proceedings of the International Academic Conference of Preparing Quality Science Teachers for Elementary and Secondary Schools, sponsored by the National Science Council (Taiwan), May 31st through June 2nd, 2007 in Taipei, Taiwan.

Page 1. 1 Running Head: THE IMPACT OF PROBLEM-BASED LEARNING The Impact of Problem-Based Learning... more Page 1. 1 Running Head: THE IMPACT OF PROBLEM-BASED LEARNING The Impact of Problem-Based Learning Professional Development on Science Teachers&amp;amp;#x27; Self-Efficacy and their Teaching Practices Tae S. Shin Matthew ...

Page 1. 1 1 The Influence of Problem Based Learning Professional Development on Science Teachers&... more Page 1. 1 1 The Influence of Problem Based Learning Professional Development on Science Teachers' Pedagogical Content Knowledge Ayelet Weizman, Michigan State University Mary A. Lundeberg, Michigan State University ...

Page 1. Comparing Role-playing Activities in Second Life and Face-to-Face Environments FEI GAO, J... more Page 1. Comparing Role-playing Activities in Second Life and Face-to-Face Environments FEI GAO, JEONGMIN J. NOH, AND MATTHEW J. KOEHLER Michigan State University, USA gaofei1@msu.edu nohjeon1@msu.edu mkoehler@msu.edu ...

... 295 Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Su... more ... 295 Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Survey (TCS) Peter R Albion, Romina Jamieson-Proctor, and Glenn Finger ... edu, Bowling Green State University, Bowling Green, Ohio Sally R. Beisser, Drake University, sally. ...

By: Spencer Greenhalgh, Liz Owens Boltz and Matthew Koehler What makes an educational game effec... more By: Spencer Greenhalgh, Liz Owens Boltz and Matthew Koehler
What makes an educational game effective, playable, and engaging over time is a multi-faceted and complex issue. Some scholars have pointed to the importance of themes in providing a game's setting and story, as they provide important first impressions of the suitability of a game for educational purposes (Mayer & Harris, 2010; Sicart, 2009). In contrast, other scholars have argued that it is the mechanics and rules of a game that do the teaching: Mechanics present a particular model of the world (Bogost, 2007; Koster, 2010; Sicart, 2009) and invite players to learn the behaviors that the model associates with success. Oftentimes, the themes and mechanics of a game offer different viewpoints on the educational purpose of a game. By way of example, Mayer and Harris describe the non-digital game Oregon (2010). Although Oregon's theme -- the settling of the American West -- appears to make it suitable for social studies classes, its mechanics -- playing cards that correspond to Cartesian coordinates -- are more likely to teach skills associated with mathematics. This disagreement is more than just a theoretical concern: It presents the possibility that educators may pick games that do not actually teach intended lessons.

To further understand the roles that mechanics and themes play in making effective educational games, we analyzed data retrieved from the social networks and game databases BoardGameGeek and VideoGameGeek. Our analyses focus on answering the following questions: First, are educational games more likely to be described in terms of theme or mechanics? Second, what mechanics and themes are most often associated with educational games? Third, is there a significant difference between the mechanics and themes associated with well-received games and those associated with poorly-received games? In answering these questions, we analyzed every digital and non-digital game listed under the "Educational" Category on BoardGameGeek or under the "Educational" Genre on VideoGameGeek. We then used the tagging systems on each site to extract descriptors about each game. In some instances these tags directly represent "mechanics" or "themes;" in other cases raters determined if a tag related to mechanic or descriptor (or neither). Many games were also rated enough to have an average user rating and an administrator-corrected "Geek Rating." These data make possible analyses of the frequency and distribution of mechanics and themes in educational games, as well as potential differences in mechanics and themes between highly rated and less-popular games.

This study has implications for both research and practice. The results of this study will provide researchers with a descriptive picture of the mechanics and themes are associated with educational games. Such a picture may provide researchers with insights as to the relative importance (and interplay) between mechanics and theme in educational games. Furthermore, a study of educational games that focuses on mechanics may better acquaint practitioners with common mechanics in digital and non-digital games, giving them a more suitable way of choosing games for learning experiences. Designers of educational games may also be able to use these results to design more engaging educational games.