T
Theodore J. Kopcha
Researcher at University of Georgia
Publications - 48
Citations - 2011
Theodore J. Kopcha is an academic researcher from University of Georgia. The author has contributed to research in topics: Educational technology & Technology integration. The author has an hindex of 18, co-authored 43 publications receiving 1619 citations. Previous affiliations of Theodore J. Kopcha include San Diego State University & Arizona State University.
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Journal ArticleDOI
Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development
TL;DR: This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development.
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Conducting educational design research
TL;DR: The need to seriously consider educational design research is timely, offering an alternative to the "gold standard,” medical model that is often difficult to conduct in complex learning environments.
Book ChapterDOI
Instructional Design Models
TL;DR: In conclusion, instructional design models serve as a valuable source for matching the right creative process to the right design situation as well as an effective framework for conducting instructional design research.
Journal ArticleDOI
A systems-based approach to technology integration using mentoring and communities of practice
TL;DR: In this article, the authors present a system-based mentoring model of technology integration that follows a research-based path, which moves teachers through four specific stages of technology adoption toward using technology to support learning in more student-centered ways.
Journal ArticleDOI
Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language
TL;DR: A self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL) is presented in this article.