Nathan A Hawk
Biographic Data
| ID | 6511502 |
|---|---|
| NAME | Nathan A Hawk |
| GIVEN NAMES | Nathan A |
| FAMILY NAME | Hawk |
| SIGNATURE | HAWK N A |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0002-2656-5232 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Cognitive tasks in the core content areas
Prior studies have focused on general technology use and technology use in domain‐general applications and quantity of technology use. Recent evidence suggests that investigations should consider how technology is used in more contextually specific ways, including how technology is used for various cognitive tasks in specific classrooms. The purpose of this study was to examine the ways in which classroom content area and student goal orientation…
Investing Time in Technology
Background Teachers’ value beliefs toward technology are important factors influencing their technology integration practices. Despite the complexity of value beliefs, past research in this area has tended to treat value beliefs as one monolithic factor. More work is needed to identify groups of teachers with different value belief patterns and how these groups of teachers use technology in the classroom. This understanding would help inform inte…
The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions
Investing Time in Technology
Background Teachers’ value beliefs toward technology are important factors influencing their technology integration practices. Despite the complexity of value beliefs, past research in this area has tended to treat value beliefs as one monolithic factor. More work is needed to identify groups of teachers with different value belief patterns and how these groups of teachers use technology in the classroom. This understanding would help inform inte…
The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions
Cognitive tasks in the core content areas
Prior studies have focused on general technology use and technology use in domain‐general applications and quantity of technology use. Recent evidence suggests that investigations should consider how technology is used in more contextually specific ways, including how technology is used for various cognitive tasks in specific classrooms. The purpose of this study was to examine the ways in which classroom content area and student goal orientation…
Educational technology (3 works) · Mathematics education (3 works) · Psychology (3 works) · Technology integration (3 works) · Gender and Technology in Education (2 works) · Mathematics (2 works) · Animal and Plant Science Education (1 work) · Child Development and Digital Technology (1 work) · Cognition (1 work) · Content analysis (1 work)