Punya Mishra

Arizona State University, Mary Lou Fulton Teacher's College, Faculty Member

Michigan State University, Counseling, Educational Psychology & Special Education, Faculty Member

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I am Associate Dean of Scholarship and professor in the division of Leadership & Innovation at the Mary Lou Fulton Teachers College. I live (virtually) at http://punyamishra.com/

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Beth Bos

Texas State University

Carl Young

North Carolina State University

Leanna Archambault

Arizona State University

Kent Crippen

University of Florida

Janice Anderson

University of North Carolina at Chapel Hill

Mark Hofer

David Slykhuis

James Madison University

Abbie Brown

East Carolina University

Mary Herring

University of Northern Iowa

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Papers by Punya Mishra

Editorial: Developing technology policies for effective classroom practice

by Matthew J Koehler, Michael Searson, and Punya Mishra

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Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language

Computer Assisted Language Learning, 2015

ABSTRACT This paper reports the development and validation process of a self-assessment survey th... more ABSTRACT This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interviews and document analysis). The content validity of the items was established through expert and preservice teacher reviews. The survey was then validated through two rounds of exploratory factor analysis (EFA), the first with 174 preservice EFL teachers and the second with 204 preservice EFL teachers. The results of the first round indicated a five-factor structure: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth factor that combined TCK, TPK, and TPACK items. After revising the survey, the second round of EFA results showed a seven-factor structure that was consistent with the TPACK framework. The final TPACK-EFL survey included a total of 39 items: 9 TK, 5 CK, 6 PK, 5 PCK, 3 TCK, 7 TPK, and 4 TPACK. The results offer survey developers and teacher educators insight into establishing clear boundaries between the TPACK constructs. In particular, subject-specific strategies were used to generate clear and distinct items within the TCK and TPK constructs. Implications for developing other subject-specific TPACK surveys and using the TPACK-EFL survey in other countries are discussed.

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Girls as space game designers

by Norman Lownds, Punya Mishra, and Carrie Heeter

Proceedings of the 2003 conference on Designing for user experiences - DUX '03, 2003

This NSF-funded two year research project explores gender and age differences in attitudes toward... more This NSF-funded two year research project explores gender and age differences in attitudes toward technology, space exploration, game design, and learning from games. In addition to rigorously testing the proposition that all-girl design teams will envision substantively different education game experiences than all-boy design teams, this project will provide extremely elaborate baseline research to inform future design of highly entertaining learning games.

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188 LEARNING TO PLAY

Why do Some Teachers Trust Digital Technology and Others Don’t?

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We Teach Who We Are: Creativity in the Lives and Practices of Accomplished Teachers

Roundtable: Innovative Digital Design Technologies that Support Student Creativity

A Rethinking on theParadox of Thrift

DRAFT DO NOT CITE WITHOUT PERMISSION

Abstract Across the United States, there has been a trend away from public funding as the primary... more Abstract Across the United States, there has been a trend away from public funding as the primary source of revenue for state parks, while user fees have become a more popular source of revenue-raising and method of congestion control. In November 2010, the California ballot included Proposition 21, which asked voters to approve an annual $18 surcharge for every non-commercial vehicle licensed in California as a way to reduce the estimated $1 billion maintenance budget deficit and help counteract the $22 million ...

Advancing computational thinking in the 21st Century. Summary Report and Action Agenda, Thematic Working Group 6

Measuring TPACK: Part 2

From Research to Practice: Understanding Self-Regulation

Building Multidisciplinary Connections: Intersections of Content, Creativity, and Digital Fabrication Technologies

Innovative Digital Design Technologies that Support Student Creativity

YOU ARE NOT IN KANSAS ANYMORE: EDUCATIONAL TECHNOLOGY IN FILMS

Educational researchers have rarely, if ever, focused attention on the public perception of educa... more Educational researchers have rarely, if ever, focused attention on the public perception of educational technology, even though these popular/societal perceptions may drive investment and implementation at broader levels. In this paper we seek to provide an understanding of this phenomena through a thematic analysis of how educational technology is represented in popular cinema. Our analysis revealed some key themes based on the filmmakers' contextual perspective towards educational technology. These themes include: an utopian/dystopian perspective towards educational technology; use as a tool for learning and unlearning; and integration of theories of mind (reflecting an historical perspective towards theories of learning). In conclusion, educational technology in films is seen as a medium to enhance learning, provide convenience, and control the factor and consumption of time.

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TPACK in practice: A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teachers of English

Working Group 6: Advancing computational thinking in 21st century learning

Enhancing Urban Teachers STEM and Leadership Capacities Symposium: A preliminary report on a unique private-public-public partnership

Fail Again, Fail Better: Contextual factors that influence creativity in technology mediated learning contexts

ABSTRACT This symposium addresses issues of the kinds of technology-mediated contexts that suppor... more ABSTRACT This symposium addresses issues of the kinds of technology-mediated contexts that support creativity. An additional theme is that of how the idea of failure can prompt the creative process. Presenters in this symposium will describe the theoretical, and pragmatic ways in which creativity can be supported and nurtured. A range of presenters will speak to multiple contexts such as, graduate level courses, digital fabrications, learning on the web, attentional failure, along with other issues, to build a richly nuanced perspective on creativity, failure, and the role of technology.

Editorial: Developing technology policies for effective classroom practice

by Matthew J Koehler, Michael Searson, and Punya Mishra

Download

Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language

Computer Assisted Language Learning, 2015

Download

Girls as space game designers

by Norman Lownds, Punya Mishra, and Carrie Heeter

Proceedings of the 2003 conference on Designing for user experiences - DUX '03, 2003

Download

188 LEARNING TO PLAY

Why do Some Teachers Trust Digital Technology and Others Don’t?