Michael J. Hannafin

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Direct instruction approaches, as well as the design processes that support them, have been criticized for failing to reflect contemporary research and theory in teaching, learning, and technology. Learning systems are needed that encourage divergent reasoning, problem solving, and critical thinking. Student-centered learning environments have been touted(More)
W EB-BASED TEACHING AND LEARNING cannot be easily characterized. In Web-based teaching and learning, technology features are combined in a theoretically unlimited number of ways to support a multitude of requirements and preferences. We need to better understand different approaches, activities, goals and perspectives, and approaches likely to prove(More)
Few developments have piqued researchers’ interest as has the growth of computers in their various hybrid forms as educational tools. A seemingly infinite range of methods and strategies has evolved to exploit the potential of technology. The problem has not been a scarcity of research. Literally thousands of studies related to computers and learning have(More)
While video is commonly used to record ‘‘expert’’ teachers, video editing and analysis tools have made it possible for preservice teachers to systematically document, assess, analyze and adapt their own teaching practices. This case study documents the experience of three preservice teachers as they used a Web-based video analysis tool to analyze and(More)
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based(More)
Teachers often learn technology skills and integration strategies in intensive seminars, ineffective means for professional learning because experiences are seldom transferred to instructional practices. Thus, effective technology integration requires teachers to obtain learning experiences within the context of their teaching so they can practice, reflect,(More)
While video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment teacher selfreflection. Such tools make possible the documentation and support self-analysis using verifiable evidence as well as to examine(More)
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