Matthew J Koehler
Biographic Data
| ID | 2821873 |
|---|---|
| NAME | Matthew J Koehler |
| GIVEN NAMES | Matthew J |
| FAMILY NAME | Koehler |
| SIGNATURE | KOEHLER M J |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0003-4458-1647 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 63 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Understanding language teachers’ intentions to use technology for student centered learning through pedagogical beliefs and TPACK
Although student-centered technology use is widely promoted, many teachers continue to use technology in limited ways. Research suggests that teachers’ constructivist-oriented pedagogical beliefs (CPB) and their technological pedagogical content knowledge (TPACK) play important roles in shaping their ways of technology adoption. However, few studies have incorporated both constructs into the Theory of Planned Behavior (TPB) to examine teachers’ i…
Trends and Topics in Educational Technology, 2024 Edition
Lifting the veil on TeachersPayTeachers.com: An investigation of educational marketplace offerings and downloads
TeachersPayTeachers.com (TpT) has emerged as an alternative to traditional curricular publishing houses; however, the critical investigation into this for-profit platform is limited. The aggregate content offered and downloaded from the platform through 2019 was Web-scraped, enabling us to construct a content model of TpT and provide descriptive results regarding the interactions between content, technology, and users/usage on TpT. We find TpT’s …
Describing increasing proficiency in teachers’ knowledge of the effective use of digital technology
Identifying multiple learning spaces within a single teacher-focused Twitter hashtag
Idle chatter or compelling conversation? The potential of the social media‐based # NGSSchat network for supporting science education reform efforts
The Next Generation Science Standards (NGSS) chat (#NGSSchat) is a social media‐based professional network used to discuss topics related to the NGSS in the United States. While successful reforms involve and coordinate the work of multiple stakeholders, recent research points out a striking lack of coordination between the individuals working in different educational roles—to the detriment of intended changes in the system. In this study, we ana…
Spam and Educators’ Twitter Use: Methodological Challenges and Considerations
Tweet, and We Shall Find: Using Digital Methods to Locate Participants in Educational Hashtags
Days Later: Twitter Hashtags as “Just in Time” Teacher Professional Development
Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review
What is Technological Pedagogical Content Knowledge (TPACK)?
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 be…
The Habits of Mind Necessary to Generate New Ways of Teaching in a Career of Constant Change
Introducing the First Hybrid Doctoral Program in Educational Technology
Effects of an early literacy professional development intervention on head start teachers and children.
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 i…
Understanding affordances and challenges of three types of video for teacher professional development
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
Based in Shulman’s idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper describes survey development process and results from a pilot study on 124 preservice teachers. Data …
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed
In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedago…
Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
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 Shulrnan'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 professiona…
What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
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 s…
Understanding affordances and challenges of three types of video for teacher professional development
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed
In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedago…
Days Later: Twitter Hashtags as “Just in Time” Teacher Professional Development
Tweet, and We Shall Find: Using Digital Methods to Locate Participants in Educational Hashtags
Trends and Topics in Educational Technology, 2024 Edition
Spam and Educators’ Twitter Use: Methodological Challenges and Considerations
The Habits of Mind Necessary to Generate New Ways of Teaching in a Career of Constant Change
What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
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 s…
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
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 Shulrnan'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 professiona…
Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
Based in Shulman’s idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper describes survey development process and results from a pilot study on 124 preservice teachers. Data …
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed
In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedago…
Effects of an early literacy professional development intervention on head start teachers and children.
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 i…
Understanding affordances and challenges of three types of video for teacher professional development
What is Technological Pedagogical Content Knowledge (TPACK)?
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 be…
The Habits of Mind Necessary to Generate New Ways of Teaching in a Career of Constant Change
Introducing the First Hybrid Doctoral Program in Educational Technology
Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review
Days Later: Twitter Hashtags as “Just in Time” Teacher Professional Development
Tweet, and We Shall Find: Using Digital Methods to Locate Participants in Educational Hashtags
Spam and Educators’ Twitter Use: Methodological Challenges and Considerations
Describing increasing proficiency in teachers’ knowledge of the effective use of digital technology
Identifying multiple learning spaces within a single teacher-focused Twitter hashtag
Idle chatter or compelling conversation? The potential of the social media‐based # NGSSchat network for supporting science education reform efforts
The Next Generation Science Standards (NGSS) chat (#NGSSchat) is a social media‐based professional network used to discuss topics related to the NGSS in the United States. While successful reforms involve and coordinate the work of multiple stakeholders, recent research points out a striking lack of coordination between the individuals working in different educational roles—to the detriment of intended changes in the system. In this study, we ana…
Lifting the veil on TeachersPayTeachers.com: An investigation of educational marketplace offerings and downloads
TeachersPayTeachers.com (TpT) has emerged as an alternative to traditional curricular publishing houses; however, the critical investigation into this for-profit platform is limited. The aggregate content offered and downloaded from the platform through 2019 was Web-scraped, enabling us to construct a content model of TpT and provide descriptive results regarding the interactions between content, technology, and users/usage on TpT. We find TpT’s …
Trends and Topics in Educational Technology, 2024 Edition
Understanding language teachers’ intentions to use technology for student centered learning through pedagogical beliefs and TPACK
Although student-centered technology use is widely promoted, many teachers continue to use technology in limited ways. Research suggests that teachers’ constructivist-oriented pedagogical beliefs (CPB) and their technological pedagogical content knowledge (TPACK) play important roles in shaping their ways of technology adoption. However, few studies have incorporated both constructs into the Theory of Planned Behavior (TPB) to examine teachers’ i…
Computer Science (16 works) · Psychology (16 works) · Mathematics education (15 works) · Pedagogy (14 works) · Educational technology (11 works) · Innovative Teaching and Learning Methods (9 works) · Sociology (7 works) · Online and Blended Learning (6 works) · Impact of Technology on Adolescents (5 works) · Teacher Education and Leadership Studies (5 works)