Joan E. Hughes

Joan E. Hughes
University of Texas at Austin | UT · Department of Curriculum and Instruction

Ph.D. Michigan State University

About

45
Publications
16,622
Reads
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1,981
Citations

Publications

Publications (45)
Chapter
This chapter has three sections. The first two sections review current issues in language learning that shape how technology can be integrated when teaching English learners (i.e., English language instruction) and when teaching languages other than English (i.e., foreign language instruction) in English-speaking countries. The last section introdu...
Article
Full-text available
We examined teachers' pedagogical reasoning for and the technological knowledge underlying their most‐valued technology‐supported activities for teaching and learning. Data from 140 preservice and 100 inservice teachers included open‐ended, narrative responses to survey questions. Qualitative research methods guided analysis of the data that identi...
Conference Paper
This study examined changes to middle school students’ digital literacy after engagement in a blended, technology-rich, project-based learning (BTP) environment. Guided by the social constructivist epistemology and the European Union’s DigComp 2.0 framework, this study attempted to understand how students’ digital literacy changes in a BTP environm...
Conference Paper
Full-text available
This qualitative research study collected data on teacher education programs and examined course syllabi of education technology that are taught in major teacher education programs in U.S. universities. We are interested in how the course is taught and what pedagogical features do these courses emphasize. Our results revealed a wide range of course...
Conference Paper
We examined teachers’ pedagogical reasoning for and the technological knowledge underlying their most-valued technology-supported activities for teaching and learning. Data from 140 preservice and 100 inservice teachers included open-ended, narrative responses to survey questions. Qualitative research methods guided analysis of the data that identi...
Conference Paper
Full-text available
Introducing virtual reality into environmental education: develop 21st century skills and environmental literacy though creating virtual reality artifacts
Article
This mixed-method case study investigated digital literacy (DL) development among 32 elementary-level students who created multimodal, contextual, and interactive augmented reality (AR) artifacts in a 20-week after-school program in Northern Taiwan. The instructional design combined situated and spiral learning experiences with AR, implemented thro...
Article
This qualitative research study investigated how educational makerspace leaders, whom we refer to as spacemakers, framed the purpose of the makerspace in K–12 education and how makerspaces support school curriculum. Using interviews with twelve K–12 spacemakers, the study found spacemakers were experienced, self-motivated educators. These leaders d...
Chapter
This book links technology integration strategies to specific learning theories, shows pre- and in-service teachers how to plan for technology integration, and offers opportunities to practice integrating technology by designing curriculum to meet teaching and learning needs. Readers see clearly how learning theory concepts can inform and shape tea...
Article
This descriptive case study examined the first year of iPad-supported teaching and learning in a high school modified biology class. Results revealed that the iPad practices replaced, amplified, and transformed pedagogy and learning, but they predominantly supported general learning or instructional practices with little science specificity. A stro...
Article
Full-text available
Using a phenomenological study of educational games, this article describes how computer-based digital tools were used to simultaneously record computer applications (such as games), voice and sounds, par- ticipant facial expressions, and gestures to enliven phenomenological interviews and provide rich, thickly described data. In a study, partici...
Article
This research examined how technology leadership functioned in the first year of a tablet computer (iPad) learning innovation in one U.S. high school and its district. This article presents a descriptive case study of leader interactions that contributed to setting direction, providing professional learning, and making the organization technologica...
Article
This study used multiple regression to identify predictors of middle school students' Web 2.0 activities out of school, a construct composed of 15 technology activities. Three middle schools participated, where sixth- and seventh-grade students completed a questionnaire. Independent predictor variables included three demographic and five computer u...
Chapter
In this chapter, we, the faculty from the Learning Technologies Program at The University of Texas at Austin, describe our research interests and share findings from our research conducted in past few years. Through multiple research projects examining various factors affecting technology use in K-16, we discuss the affordances of different technol...
Article
This research examined preservice teacher graduates’ positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon grad...
Chapter
Full-text available
The College of Education at The University of Texas at Austin has formed a cross-disciplinary working group to explore the uses and learning implications of incorporating iPad tablet computers into classroom activities in higher education settings. At this roundtable, representatives from the working group and the instructional technology support t...
Article
This chapter discusses several challenges and recommendations in obtaining the desired outcome from technology-rich teacher education programs, including a novice teacher prepared to make decisions supporting students' subject-area learning with technology. The authors shape the discussion using select findings from two studies of preservice teache...
Article
Numerous efforts have been made to reform education to address globalization both in developed and developing countries. The integration of technology in education has been one vital reform effort in developing countries to prepare graduates for 21st century workplaces, which are digitally robust. Web 2.0 technologies are becoming prominent educati...
Article
In the past decade, significant shifts have occurred in the nature of the Internet and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction and paths for future research. In this article, the authors build on three ideas set forth in comments on their article “Web 2.0 and Classroom Research: What Pat...
Article
Full-text available
Since Windschitl first outlined a research agenda for the World Wide Web and classroom research, significant shifts have occurred in the nature of the Web and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction, and paths for future research. This article discusses the characteristics of Web 2.0 tha...
Article
Full-text available
This research examined the use of wikis used in support of collaboration and learning in two post-secondary courses in a large Midwestern university that adopted wikis in pedagogically different ways. In the first course, students used their wiki as a course content glossary for posting and editing original contributions. They perceived the wiki as...
Article
Full-text available
This study examined Algebra students' achievement and percep-tions of their classroom environments in both online and tradi-tional face-to-face learning contexts using two validated assess-ments, the Assessment of Algebraic Understanding (AAU) test and the What is Happening in this Class? (WIHIC) classroom percep-tions instrument. Three virtual and...
Article
Full-text available
This paper proposes a professional learning model, content-focused technology inquiry groups, that is guided by a situative perspective on teacher learning. Longitudinal case study research will be reported, focusing on the participating teachers’ learning and technology integration during the first year of implementation of such a model in a local...
Article
Using a multiple-case embedded research design (Yin, 1994), this study examined the nature of teachers' learning during technology professional development activities and the extent to which their subsequent technology-supported pedagogy was innovative. Four English language arts teachers, who ranged in teaching and technology experience, served as...
Article
This paper examines the process of establishing and sustaining content-focused technology inquiry groups, a teacher professional development model where groups of teachers with similar content and grade areas identify problems of practice and inquire into technology-supported solutions. Through a longitudinal case study of an urban arts-humanities...
Article
Full-text available
This essay presents a vision for technology integration in teacher education that develops teachers into "technology integrationists," or teachers who thoughtfully choose to integrate technology when it supports students' subject matter learning. Four principles guide the design of technology learning experiences for preservice and in-service teach...
Article
Full-text available
Diffusion" and "Integration" are terms commonly used in the information technology and teacher education literature to characterize technology use in educational settings. This paper defines these terms and applies them to thinking about current trends in the field of instructional technology. Diffusion is conceptualized as "spreading" and "complet...
Article
This study sought to understand how a group of preservice teachers, before and after participating in an innovative technology component of a teacher preparation program, envisioned the use of technology within their future classroom. Secondly, this study sought to understand preservice teachers’ ability to identify content-based technology uses fo...
Article
This article presents a model of practicing Teachers' technology learning processes. The model emerged from comparative analysis across life-history case studies of four English teachers who had varied technology and teaching experience. The phases of the process include the individual, an initial learning experience, reflection, exploration, techn...
Article
This paper situates an innovative approach to professional learning called “School Technology Inquiry Groups” within the research literature on teacher learning and offers a description of our local initiative in a large urban school district. This project examines (a) the process of establishing and supporting subject-matter technology inquiry gro...
Article
Full-text available
We examined students' perceptions of media, specifically videos and a hypermedia learning environment, the Reading Classroom Explorer (rce), when placed in an existing preservice literacy methods course. Participant interviews and course papers indicated that these media (a) enrich classroom learning by providing images of progressive literacy teac...
Article
Full-text available
This article examines the impact of Reading Classroom Explorer (RCE), a video-based hypermedia tool, on preservice students' reasoning, specifically upon the ways in which they are able to use evidence to support claims about teaching reading in course papers. in this study, RCE was an integral part of a preservice methods course and one resource,...
Article
Full-text available
In the past decade, significant shifts have occurred in the nature of the Internet and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction and paths for future research. In this article, the authors build on three ideas set forth in comments on their article "Web 2.0 and Classroom Research: What Pat...
Article
Since Windschitl first outlined a research agenda for the World Wide Web and classroom research, significant shifts have occurred in the nature of the Web and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction, and paths for future research. This article discusses the characteristics of Web 2.0 tha...
Article
Although it has been established that teachers need considerable time to integrate technology into their teaching, little research has investigated long-term professional development approaches. Guided by a situated learning framework, this research examines the nature of teachers’ technology learning when participating in a content-focused technol...

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