Thomas Brush

TL;DR: In this paper, the authors identify the general barriers typically faced by K-12 schools when integrating technology into the curriculum for instructional purposes, namely: resources, institution, subject culture, attitudes and beliefs, knowledge and skills, and assessment.

TL;DR: The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction, and students who perceived high levels of collaborativeLearning tended to be more satisfied with their distance course than those who perceived low levels of collaboration.

TL;DR: It is suggested that embedded scaffolds may be used to support teachers by reducing the amount of spontaneous scaffolding they must do in an ill-structured environment and discuss other steps that might be taken to encourage problem-based inquiry.

TL;DR: In this article, the authors examined reasons for teacher participation in online communities of K-12 teachers and concluded that more emphasis needs to be placed on teachers' emotional sharing and promotion of self-esteem.

TL;DR: In this paper, a case study was conducted to explore the issues involved in implementing a technology-enhanced student-centered unit in order to provide recommendations to improve and enhance these types of learning activities.