WorldCat Identities

Hoadley, Christopher

Works: 9 works in 13 publications in 1 language and 665 library holdings
Genres: Conference papers and proceedings  Case studies 
Roles: Editor, Author
Classifications: LB1028.3,
Publication Timeline
Most widely held works by Christopher Hoadley
A qualitative analysis and comparison of the educational technology diffusion and attitudes toward adopting computing technologies, of the Ministry of Education, principals/vice-principals, and teachers, in Jamaican public primary and secondary schools by Kerry-Ann White( )

1 edition published in 2012 in English and held by 6 WorldCat member libraries worldwide

The theory which emerged was that E-LJam--largely funded by a levy on incoming calls to Jamaica--empowered administrators and teachers to lead or follow, and avoid getting left behind, in a technologically inclined and competitive global world. The findings of this qualitative study will be published and may serve as a catalyst of change for the Jamaican educational system regarding further ICT adoption and diffusion in public primary and secondary schools, and may also serve as a foundation for understanding similar issues in comparable developing countries
Scaffolding scientific discussion using socially relevant representations in networked multimedia by Christopher Hoadley( )

2 editions published in 1999 in English and held by 2 WorldCat member libraries worldwide

How do students make use of social cues when learning on the computer? This work examines how students in a middle-school science course learned through on-line peer discussion. Cognitive accounts of collaboration stress interacting with ideas, while socially situated accounts stress the interpersonal context. The design of electronic environments allows investigation into the interrelation of cognitive and social dimensions. I use on-line peer discussion to investigate how socially relevant representations in interfaces can aid learning. First, I identify some of the variables that affect individual participation in on-line discussion, including interface features. Individual participation is predicted by student attitudes towards learning from peers. Second, I describe the range of group outcomes for these on-line discussions. There is a large effect of discussion group on learning outcomes which is not reducible to group composition or gross measures of group process. Third, I characterize how students (individually) construct understanding from these group discussions. Learning in the on-line discussions is shown to be a result of sustained interaction over time, not merely encountering or expressing ideas. Experimental manipulations in the types of social cues available to students suggest that many students do use socially relevant representations to support their understanding of multiple viewpoints and science reasoning. Personalizing scientific disputes can afford reflection on the nature of scientific discovery and advance. While there are many individual differences in how social representations are used by students in learning, overall learning benefits for certain social representations can be shown. This work has profound implications for design of collaborative instructional methods, equitable access to science learning, design of instructional technology, and understanding of learning and cognition in social settings
Teaching and technology: Beliefs and implementation among fifth and sixth grade public school teachers by Joshua Schreier( Book )

1 edition published in 2011 in English and held by 1 WorldCat member library worldwide

School districts across the country devote considerable resources to the acquisition and dissemination of technology hardware and software into schools. Entities such as school boards or local school administrations determine and approve these allocations. However, teachers make the final decision whether or not to adopt and implement Information Communication Technology (ICT) in their classes. And, in the event that teachers make affirmative decisions regarding ICT, use of the resources can be inconsistent (Ertmer, Addison, Lane, Ross, & Woods, 1999)
Designing new media for a new millennium : collaborative technology for learning, education and training( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

Coming to see objects of knowledge: Guiding student conceptualization through teacher embodied instruction in a robotics programming class by Helen Kwah( Book )

1 edition published in 2013 in English and held by 1 WorldCat member library worldwide

This thesis explores the questions of how a teacher guides students to see concepts, and the role of gesture and gesture viewpoints in mediating the process of guidance. To examine these questions, two sociocultural theoretical frameworks--Radford's cultural-semiotic theory of knowledge objectification (e.g., 2003), and Goldman's Points of Viewing theory (e.g., 2007)--were applied to conduct a microanalytic, explanatory case study of the instructional activity of an exemplary teacher and his students in a middle school robotics programming class
Proceedings of CSCL '99. the International Conference on Computer Support for Collaborative Learning by CSCL (Conference)( )

1 edition published in 1999 in English and held by 0 WorldCat member libraries worldwide

Audience Level
Audience Level
  Kids General Special  
Audience level: 0.69 (from 0.04 for Proceeding ... to 1.00 for Computer S ...)

Proceedings of CSCL '99. the International Conference on Computer Support for Collaborative Learning
English (13)