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Margaret Honey

Bio: Margaret Honey is an academic researcher from New York Hall of Science. The author has contributed to research in topics: Educational technology & Educational neuroscience. The author has an hindex of 4, co-authored 6 publications receiving 237 citations.

Papers
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Journal ArticleDOI
TL;DR: This paper looked back on the past three decades of educational technology research as a basis for discussing where this field of research is heading, and identifying some of the most promising directions for the future development of technology's role in education.
Abstract: This paper looks back on the past three decades of educational technology research as a basis for discussing where this field of research is heading, and identifying some of the most promising directions for the future development of technology's role in education. The collaborative efforts of the Center for Children and Technology and the Union City, New Jersey, school district are discussed to illustrate many of the lessons learned about how educational technology research and systemic school improvement efforts can best be coordinated with one another.

132 citations

01 Jan 1999
TL;DR: In this article, a DynUIRD DOCUMENT RESUME is used to describe the relationship between the authors and the authors of this paper.Distributed by DynUird DOCUMENTS RESUME
Abstract: Distributed by DynUIRD DOCUMENT RESUME

7 citations


Cited by
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Journal ArticleDOI
TL;DR: In this paper, the authors investigate the conditions under which technology innovation can take place in classrooms and identify 11 salient factors that significantly impact the degree of success of classroom technology innovations, including the teacher, the innovation, and the context.
Abstract: This article reports on a study of the complex and messy process of classroom technology integration. The main purpose of the study was to empirically address the large question of “why don’t teachers innovate when they are given computers?” rather than whether computers can improve student learning. Specifically, we were interested in understanding the conditions under which technology innovation can take place in classrooms. For a year, we followed a group of K–12 teachers who attempted to carry out technology-rich projects in their classrooms. These teachers were selected from more than 100 recipients of a technology grant program for teachers. The study found 11 salient factors that significantly impact the degree of success of classroom technology innovations. Some of these factors have been commonly mentioned in the literature, but our study found new dimensions to them. Others have not been identified in the literature. Each factor can be placed in one of three interactive domains, the teacher, the innovation, and the context. The article discusses the 11 factors in detail and proposes a model of the relationship among the different factors and their domains.

877 citations

Journal ArticleDOI
TL;DR: In this paper, the authors argue that enjoyment of media results from a flow experience realized when media message content balances with individual ability to interpret that message, and that media experience along with individual differences in cognitive abilities, facilitates or prevents flow state in media users.
Abstract: Media enjoyment is theorized by synthesizing empirical literature from uses and gratifications with Csikszentmihalyi’s flow theory. This article argues that enjoyment of media results from a flow experience realized when media message content balances with individual ability to interpret that message. Further, it theorizes that media experience, along with individual differences in cognitive abilities, facilitates or prevents flow state in media users. Therefore, it is a balance between individual differences in cognitive abilities and media message challenges that explains enjoyment of media use. The authors offer the case of video game usage as an exemplar, and examples of cognitive tasks are provided and linked to game genre content.

635 citations

Journal Article
TL;DR: In this paper, the authors discuss the potential for the integration of instructional technology into public education as well as consider the promises and challenges of such a venture, and present a series of related questions.
Abstract: Introduction Will instructional technology (IT) ever be integrated into public schools? An interesting question—or rather a series of related questions of interest to educators and parents: What do we mean by “instructional technology”? What is integration? What is the current status of IT in classrooms? Are there constraints or barriers to integration? What are the effects of preservice teacher preparation and inservice professional development? How does one proceed with technology integration? How do we apply the lessons learned from “older” technologies to the “newer” technologies of the last two decades? This article will address each of these questions in order to help us to grasp the prospects for the integration of instructional technology into public education as well as to consider the promises and challenges of such a venture.

457 citations

Journal Article
TL;DR: In this article, an exploratory, longitudinal study was conducted to examine six teachers' views on the factors that affect technology use in classrooms, focusing mainly on the human factor and the nature of the influence when using technology in the classroom.
Abstract: This article reports on an exploratory, longitudinal study, which examined six teachers' views on the factors that affect technology use in classrooms. The research examined teachers of grades 4, 5, and 6—for three years, studying the teachers both as a group and as individual case studies. Three case studies were selected for analysis, with the aim of exploring the relation between the changes that occurred in the teach-ers' educational views and practices as a result of their exposure to teaching and learning with the aid of rich technology and their views on factors affecting technology integration. The findings point to two developmental patterns in teach-ers' views on the factors affecting technology use in the classroom: the first is concerned with the source of influence on technology adoption, and focuses mainly on the human factor; the second is concerned with the nature of the influence when using technology in the classroom, ranging from technical to cognitive transformation. The three case studies reveal three different profiles of change and demonstrate the complex relations between teachers' orientations concerning the conditions affecting technology use, and the changes that occur in teachers' views and practices.

328 citations