WorldCat Identities

Hoadley, Christopher

Works: 6 works in 12 publications in 1 language and 663 library holdings
Genres: Conference proceedings  Case studies  Dissertations, Academic 
Roles: Editor
Classifications: LB1028.5,
Publication Timeline
Publications about  Christopher Hoadley Publications about Christopher Hoadley
Publications by  Christopher Hoadley Publications by Christopher Hoadley
Most widely held works by Christopher Hoadley
Proceedings of CSCL '99. the International Conference on Computer Support for Collaborative Learning by International Conference on Computer Support for Collaborative Learning: ( )
2 editions published in 1999 in English and held by 646 WorldCat member libraries worldwide
Scaffolding scientific discussion using socially relevant representations in networked multimedia by Christopher Hoadley ( Book )
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
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.29 (from 0.00 for Designing ... to 1.00 for Scaffoldin ...)
English (12)