Mary Herring | University of Northern Iowa (original) (raw)

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Papers by Mary Herring

Research paper thumbnail of Learning, problem solving, and mindtools : essays in honor of David H. Jonassen

Routledge eBooks, Apr 12, 2013

Learning, Problem Solving, and Mindtools is inspired by the substantial body of learning research... more Learning, Problem Solving, and Mindtools is inspired by the substantial body of learning research by David H. Jonassen in the areas of mind tools and problem solving. The focus of the volume is on educational technology, especially with regard to how new technologies have facilitated and supported problem solving and critical thinking. Each chapter focuses on a particular aspect of learning with technology and elaborates the implications for the design and implementation of learning environments and activities aimed at improving the conceptualization of problems, reasoning and higher-order thinking, and solving challenging problems

Research paper thumbnail of Teacher Education Programs Under Attack! A Panel of Teacher Education Administrators and Experts Discussing Their Curriculum Changes

Research paper thumbnail of Learning, Problem Solving, and Mindtools: Essays in Honor of David H. Jonassen

Interdisciplinary Journal of Problem-based Learning, 2014

Research paper thumbnail of Implications of New AECT Standards for Educational Technology Graduate Programs

Research paper thumbnail of Using theoretical perspectives in developing understanding of TPACK

In 2005 Koehler and Mishra (2005) introduced the term Technological Pedagogical Content Knowledge... more In 2005 Koehler and Mishra (2005) introduced the term Technological Pedagogical Content Knowledge (TPCK, currently referred to as TPACK) as a conceptual framework to describe the knowledge base for teachers to effectively teach with technology. Since then TPACK was embraced by many scholars and practitioners. This chapter’s reflections are based on developments in theoretical views on TPACK since its inception. An extensive review of the literature on TPACK (Voogt, Fisser, Pareja Roblin, Tondeur & van Braak, 2013) showed that the widespread use of the TPACK framework also has lead to different interpretations of the framework and questioned some of the underpinnings of TPACK. These different interpretations concern in particular on the way technology is understood and the nature of the knowledge that is communicated in the framework. We first use insights from the philosophy of technology to reflect on the implications of adding technology as a knowledge domain. Because TPACK aims t...

Research paper thumbnail of Emerging perspectives on learning and technology in physical education: Policy Implications

Research paper thumbnail of Preservice Teachers and Distance Education: Creating the Vision

Research paper thumbnail of Surfing the Third Wave: An Information Age “Meta­Session” on the Future of Our Profession and Practice Columns

Research paper thumbnail of Designing Professional Development to Support Teachers’ TPACK in Elementary School Mathematics

Research paper thumbnail of Leadership Needs to Develop TPACK Ready Teacher Candidates

Research paper thumbnail of Technological Pedagogical Content Knowledge (TPACK): Revision and Rethinking

Research paper thumbnail of Candidates for President of AECT

Research paper thumbnail of Professional ethics: Rules applied to practice

Research paper thumbnail of Planning for interactive distance education: A handbook

Research paper thumbnail of Global Forum for Physical Education Pedagogy 2012: Recommendations for Community-Based Networking

The Global Forum for Physical Education Pedagogy (GoFPEP) was founded in 2010 as a think tank to ... more The Global Forum for Physical Education Pedagogy (GoFPEP) was founded in 2010 as a think tank to reform and reconstruct health and physical education pedagogy. Two major international forums have been implemented: one in the United States in 2010 and a second in Germany in 2012. A third is planned for South Africa in 2014. This paper reported on the activities of GoFPEP 2012, which was held in Velen, Germany, in collaboration with the Willibald Gebhardt Research Institute. Addressing the theme of "Revitalizing Health and Physical Education Through Community-Based Networking," 80 invited delegates from 50 countries focused their discussion on two major questions: (a) What innovative strategies can be employed to revitalize health and physical education pedagogy through community-based networking? (b) Can we build a global network focused on advancing health and physical education pedagogy? This study investigated what strategies might facilitate this activity. Open-ended co...

Research paper thumbnail of Applying AECT's Code of Ethics to Cyberlearning Opportunities

Research paper thumbnail of Development of Design Guiding Principles For Constructivist-Based Distance Learning Environments

Research paper thumbnail of Design and training for implementation of constructivist-based distance learning environments

Research paper thumbnail of Special Editorial: Technology Leadership for Preparing Tomorrow's Teachers to Use Technology

Journal of Digital Learning in Teacher Education, 2014

Abstract Teacher education leaders must attend to leadership practices that set direction, develo... more Abstract Teacher education leaders must attend to leadership practices that set direction, develop people, and redesign their programs of teacher education to develop technology, pedagogy, and content knowledge (TPACK) and skills in preservice teachers. This special editorial shares the results of a leadership‐strand discussion at the past two National Technology Leadership Summits (NTLS) focused on good teaching and organizational change that incorporates TPACK‐based practices. It highlights focus‐group results from College of Education deans, the American Association of Colleges for Teacher Education (AACTE) Innovation & Technology Committee, and other leaders attending NTLS regarding context‐specific products and processes needed to create change in teacher education at the local level.

Research paper thumbnail of Preservice teacher education

TechTrends, 1995

Accreditation of Teacher Education (NCATE). As Gladhart, Carroll, and Ellsworth concluded, "Devel... more Accreditation of Teacher Education (NCATE). As Gladhart, Carroll, and Ellsworth concluded, "Developing fearless faculty is a lofty goal, but once faculty become leaders, their students will be empowered to be leaders and advocates for change in schools." Barbara Moore is a Doctoral Candidate in Instructional Technology in the College of Education at the University of South Florida. She is currently immersed in preservice teacher education issues through the teaching and ongoing refinement of a preservice teacher technology course. Her interests include web-based instruction and the use of technology to bridge the Digital Divide.

Research paper thumbnail of Learning, problem solving, and mindtools : essays in honor of David H. Jonassen

Routledge eBooks, Apr 12, 2013

Learning, Problem Solving, and Mindtools is inspired by the substantial body of learning research... more Learning, Problem Solving, and Mindtools is inspired by the substantial body of learning research by David H. Jonassen in the areas of mind tools and problem solving. The focus of the volume is on educational technology, especially with regard to how new technologies have facilitated and supported problem solving and critical thinking. Each chapter focuses on a particular aspect of learning with technology and elaborates the implications for the design and implementation of learning environments and activities aimed at improving the conceptualization of problems, reasoning and higher-order thinking, and solving challenging problems

Research paper thumbnail of Teacher Education Programs Under Attack! A Panel of Teacher Education Administrators and Experts Discussing Their Curriculum Changes

Research paper thumbnail of Learning, Problem Solving, and Mindtools: Essays in Honor of David H. Jonassen

Interdisciplinary Journal of Problem-based Learning, 2014

Research paper thumbnail of Implications of New AECT Standards for Educational Technology Graduate Programs

Research paper thumbnail of Using theoretical perspectives in developing understanding of TPACK

In 2005 Koehler and Mishra (2005) introduced the term Technological Pedagogical Content Knowledge... more In 2005 Koehler and Mishra (2005) introduced the term Technological Pedagogical Content Knowledge (TPCK, currently referred to as TPACK) as a conceptual framework to describe the knowledge base for teachers to effectively teach with technology. Since then TPACK was embraced by many scholars and practitioners. This chapter’s reflections are based on developments in theoretical views on TPACK since its inception. An extensive review of the literature on TPACK (Voogt, Fisser, Pareja Roblin, Tondeur & van Braak, 2013) showed that the widespread use of the TPACK framework also has lead to different interpretations of the framework and questioned some of the underpinnings of TPACK. These different interpretations concern in particular on the way technology is understood and the nature of the knowledge that is communicated in the framework. We first use insights from the philosophy of technology to reflect on the implications of adding technology as a knowledge domain. Because TPACK aims t...

Research paper thumbnail of Emerging perspectives on learning and technology in physical education: Policy Implications

Research paper thumbnail of Preservice Teachers and Distance Education: Creating the Vision

Research paper thumbnail of Surfing the Third Wave: An Information Age “Meta­Session” on the Future of Our Profession and Practice Columns

Research paper thumbnail of Designing Professional Development to Support Teachers’ TPACK in Elementary School Mathematics

Research paper thumbnail of Leadership Needs to Develop TPACK Ready Teacher Candidates

Research paper thumbnail of Technological Pedagogical Content Knowledge (TPACK): Revision and Rethinking

Research paper thumbnail of Candidates for President of AECT

Research paper thumbnail of Professional ethics: Rules applied to practice

Research paper thumbnail of Planning for interactive distance education: A handbook

Research paper thumbnail of Global Forum for Physical Education Pedagogy 2012: Recommendations for Community-Based Networking

The Global Forum for Physical Education Pedagogy (GoFPEP) was founded in 2010 as a think tank to ... more The Global Forum for Physical Education Pedagogy (GoFPEP) was founded in 2010 as a think tank to reform and reconstruct health and physical education pedagogy. Two major international forums have been implemented: one in the United States in 2010 and a second in Germany in 2012. A third is planned for South Africa in 2014. This paper reported on the activities of GoFPEP 2012, which was held in Velen, Germany, in collaboration with the Willibald Gebhardt Research Institute. Addressing the theme of "Revitalizing Health and Physical Education Through Community-Based Networking," 80 invited delegates from 50 countries focused their discussion on two major questions: (a) What innovative strategies can be employed to revitalize health and physical education pedagogy through community-based networking? (b) Can we build a global network focused on advancing health and physical education pedagogy? This study investigated what strategies might facilitate this activity. Open-ended co...

Research paper thumbnail of Applying AECT's Code of Ethics to Cyberlearning Opportunities

Research paper thumbnail of Development of Design Guiding Principles For Constructivist-Based Distance Learning Environments

Research paper thumbnail of Design and training for implementation of constructivist-based distance learning environments

Research paper thumbnail of Special Editorial: Technology Leadership for Preparing Tomorrow's Teachers to Use Technology

Journal of Digital Learning in Teacher Education, 2014

Abstract Teacher education leaders must attend to leadership practices that set direction, develo... more Abstract Teacher education leaders must attend to leadership practices that set direction, develop people, and redesign their programs of teacher education to develop technology, pedagogy, and content knowledge (TPACK) and skills in preservice teachers. This special editorial shares the results of a leadership‐strand discussion at the past two National Technology Leadership Summits (NTLS) focused on good teaching and organizational change that incorporates TPACK‐based practices. It highlights focus‐group results from College of Education deans, the American Association of Colleges for Teacher Education (AACTE) Innovation & Technology Committee, and other leaders attending NTLS regarding context‐specific products and processes needed to create change in teacher education at the local level.

Research paper thumbnail of Preservice teacher education

TechTrends, 1995

Accreditation of Teacher Education (NCATE). As Gladhart, Carroll, and Ellsworth concluded, "Devel... more Accreditation of Teacher Education (NCATE). As Gladhart, Carroll, and Ellsworth concluded, "Developing fearless faculty is a lofty goal, but once faculty become leaders, their students will be empowered to be leaders and advocates for change in schools." Barbara Moore is a Doctoral Candidate in Instructional Technology in the College of Education at the University of South Florida. She is currently immersed in preservice teacher education issues through the teaching and ongoing refinement of a preservice teacher technology course. Her interests include web-based instruction and the use of technology to bridge the Digital Divide.

Research paper thumbnail of TPACK Development in Higher Education

This chapter introduces TPACK development in higher education that can be applied to any colleges... more This chapter introduces TPACK development in higher education that can be applied to any colleges beyond colleges of education. Based on our experience of leadership, faculty development and our literature review, we argue that the creation of sound leadership structures aligned with the TPACK framework can promote sustainable faculty development. There are a growing number of cases that applied the TPACK framework in non-teacher-education programs. The TPACK framework can provide higher education faculty members with a comprehensive vision for technology integration in their face-to-face and online instruction. Learner-centered pedagogy has been emphasized for non-teacher-education faculty members’ professional development.

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