Henry Becker

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6 Texte von Henry Becker

Jahr	Abrufe	Text	Texttyp
1994	2, 8, 8, 2, 1, 2, 2, 6, 6, 11, 6, 3	How Exemplary Computer-Using Teachers Differ From Other Teachers - Implications for Realizing the Potential of Computers in Schools (Henry Becker) erschienen in Journal of Research on Computing in Education, 26(3), 291-321	Text
1999	5, 4, 2, 8, 13, 4, 2, 3, 3, 12, 3, 2	The influence of computer and Internet use on teachers' pedagogical practices and perceptions ( Henry Becker, J. Ravitz) erschienen in Journal of Research on Computing in Education, 31(4), 356-384	Text
2000	3, 2, 6, 5, 3, 1, 7, 2, 4, 5, 2, 2	Teachers and Technology - Easing the Way ( Henry Becker, Cathleen Norris, Elliot Soloway, Neal Topp) erschienen in Communications of the ACM, v.43 n.6, p.23-26, June 2000	Journal-Artikel
2000	2, 2, 7, 4, 1, 4, 7, 4, 1, 7, 2, 2	Who’s Wired and Who’s Not - Children’s Access to and Use of Computer Technology (Henry Becker) erschienen in Children and Computer Technology	Zeitschriftenartikel
2001		How Are Teachers Using Computers in Instruction? (Henry Becker)	Konferenz-Paper
2009	5, 5, 3, 4, 6, 2, 2, 4, 2, 6, 3, 4	Characteristics of Teacher Leaders for Information and Communication Technology (Margaret Riel, Henry Becker) erschienen in International Handbook of Information Technology in Primary and Secondary Education (Seite 397 - 417)	Kapitel

Bemerkungen von Henry Becker

Von Henry Becker gibt es im Biblionetz Bemerkungen zu:

Texte KB IB clear	Characteristics of Teacher Leaders for Information and Communication Technology, How Exemplary Computer-Using Teachers Differ From Other Teachers, The influence of computer and Internet use on teachers' pedagogical practices and perceptions, Who’s Wired and Who’s Not
Aussagen KB IB clear	Computerräume in Schulen sind nicht mehr zeitgemäss.

Zeitleiste

CoautorInnen

Cathleen Norris, J. Ravitz, Margaret Riel, Elliot Soloway, Neal Topp

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Begriffswolke von Henry Becker

Zitate von Henry Becker

Teachers spend most of their working lives out of sight of other adults. If they are to successfully incorporate a new and complex resource like computer software into their teaching practice, they must have access to other people from whom they can learn, either experts who have already mastered the resource or a community of teacher-learners who pool their efforts and share their exploratory findings. Thus, it is not surprising that we would find that exemplary computer-using teachers are more likely than other computer users to be working in a school with many other computer-using teachers. It is also true that exemplary teachers may themselves create (rather than just be created by) an environment in which many teachers use computers. Nevertheless, it is instructive that of the 51 separate teacher environment variables examined (see Table 3), the one with the largest difference between exemplary and other computer-using teachers was simply the total number of teachers at their school who used computers.

von Henry Becker im Text How Exemplary Computer-Using Teachers Differ From Other Teachers (1994)

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21 Erwähnungen

Revisiting and reframing use - Implications for the integration of ICT (Lorrae Ward, Judy M. Parr)
Handheld Devices are Ready-at-Hand (Elliot Soloway, Cathleen Norris, Phyllis Blumenfeld, Barry Fishman, Joseph Krajcik, Ron Marx) (2001)
Handheld Use in K-12 - A Descriptive Account (Michael Curtis, Kathleen Luchini, William Bobrowsky, Chris Quintana, Elliot Soloway) (2002)
Tracing Teachers' Use of Technology in a Laptop Computer School - The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture (Kurt Sahl, Mark Windschitl) (2002)
Pocket PiCoMap - a case study in designing and assessing a handheld concept mapping tool for learners (Kathleen Luchini, Chris Quintana, Elliot Soloway) (2003)
Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration (Julie Mueller, Eileen Wood, Teena Willoughby, Craig Ross, Jacqueline Specht) (2008)
Teacher Technology Change - How Knowledge, Confidence, Beliefs, and Culture Intersect (Peggy A. Ertmer, Anne T. Ottenbreit-Leftwich) (2010)
New Technology and Digital Worlds - Analyzing Evidence of Equity in Access, Use, and Outcomes (2010)
Lernplattformen in Schulen - Ansätze für E-Learning und Blended Learning in Präsenzklassen (Dominik Petko) (2010)
- Lernplattformen und neue Unterrichtskultur (André Frey, Dominik Petko)
Jahrbuch Medienpädagogik 9 (Renate Schulz-Zander, Birgit Eickelmann, Heinz Moser, Horst Niesyto, Petra Grell) (2011)
- Are teachers ready to teach in the knowledge society? - Considerations based on empirical findings (Joke Voogt)
Teachers’ pedagogical beliefs and their use of digital media in classrooms - Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations (Dominik Petko) (2011)
Teacher beliefs and technology integration practices - A critical relationship (Peggy A. Ertmer, Anne T. Ottenbreit-Leftwich, Olgun Sadik, Emine Sendurur, Polat Sendurur) (2012)
Bedingungen innovativen Handelns in Schulen - Funktion und Interaktion von Innovationsbereitschaft, Innovationsklima und Akteursnetzwerken am Beispiel der IKT-Integration an Schulen (Doreen Prasse) (2012)
Technology and Social Inclusion - Rethinking the Digital Divide (Mark Warschauer) (2013)
Technological Pedagogical Content Knowledge - Exploring, Developing, and Assessing TPCK (Charoula Angeli, Nicos Valanides) (2015)
- The Framework of TPACK-in-Practice - Designing Content-Centric Technology Professional Learning Contexts to Develop Teacher Knowledge of Technology-enhanced Teaching (TPACK) (Kamini Jaipal-Jamani, Candace Figg)
Emerging Research, Practice, and Policy on Computational Thinking (Peter J. Rich, Charles B. Hodges) (2017)
- 5. Proto-computational Thinking - The Uncomfortable Underpinnings (Deborah Tatar, Steve Harrison, Michael Stewart, Chris Frisina, Peter Musaeus)
Beiträge zur Lehrerinnen- und Lehrerbildung 35(1) (2017)
- Digitale Heterogenität von Lehrpersonen - Herausforderung oder Chance für die ICT-Integration in Schulen? (Doreen Prasse, Beat Döbeli Honegger, Dominik Petko) (2017)
Second Handbook of Information Technology in Primary and Secondary Education (Joke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai) (2018)
- 24. The Interaction of Psychological Constructs with Information Technology-Enhanced Teaching and Learning (Yaacov J. Katz)
Überzeugungen von Lehrpersonen zu digitalen Medien - Eine qualitative Untersuchung zu Entstehung, Bedingungsfaktoren und typenspezifischen Entwicklungsverläufen (Daniela Knüsel) (2020)

Volltexte

	Characteristics of Teacher Leaders for Information and Communication Technology: Artikel als Volltext bei Springerlink (: , 165 kByte; : 2020-11-28)
	Teachers and Technology: Artikel als Volltext (: , 90 kByte; : 2020-11-28)
	How Exemplary Computer-Using Teachers Differ From Other Teachers: Artikel als Volltext (: , 64 kByte; : Link unterbrochen? Letzte Überprüfung: 2020-11-28 Letzte erfolgreiche Überprüfung: 2020-01-28)
	Who’s Wired and Who’s Not: Artikel als Volltext (: , 120 kByte)
	How Are Teachers Using Computers in Instruction?: Artikel als Volltext (: , 86 kByte; : Link unterbrochen? Letzte Überprüfung: 2021-03-21 Letzte erfolgreiche Überprüfung: 2017-06-23)