Selected Publications--Dr. Mike Charles Charles. M. (2011). Test taking or project building? Internet 2.0 in K-12 Education after the bubble burst. Invited chapter in Barlow, J. & Floyd, T. Internet 2.0: After the Bubble Burst. (99-117). Forest Grove, Oregon: Berglund Center for Internet Studies.  An earlier and shorter version of this chapter was published as an article in Interface: the Journal of Education, Community, and Values; v 11 no. 4 at http://bcis.pacificu.edu/journal/article.php?id=811. A retrospective follow-up on the previous articles written in Interface in which I discuss what happened in K-12 education with the advent of the Web 2.0, after the dotcom bubble burst. A marked decline in the kind of project-based learning with technology in K-12 schools, and the use of the Internet to more efficiently measure student achievement on a school wide basis is noted. Charles, M., Burt, D., Williams, M.K. (2010/2011) Lessons from New Zealand: Developing students’ voices using technology. Learning and Leading with Technology, December/January 2010/2011 (Volume 38, number 4). This is the second article in the series invited by the editor in which we reported on how technology is used to strengthen student voice in schools in New Zealand. Borthwick, A., Charles, M., McPherson, S. (2010) Lessons from New Zealand. Learning and Leading with Technology, November 2010 (Volume 38, number 3). This is the first of a three part series in which we describe what we learned about the use of technology in schools in New Zealand from the study tour trip we organized in 2010. Charles, M. (manuscript submitted for publication in 2010). Geospatial Semester: Developing Students’ 21st Century Thinking Skills with GIS. American Educational Research Association (AERA 2011). This paper reports on whether high school seniors who use geospatial tools on a daily basis and who complete a final community-based GIS project demonstrate evidence of recognized 21st Century thinking skills when independently rated by GIS capable faculty. Charles, M. (manuscript submitted for publication in 2010). Projects and Padlocks—A longitudinal look at professional development in using technological tools at a Native American school. Contemporary Issues in Technology and Teacher Education (CITE). This study describes the case of a Native American teacher working with elementary aged students and describes the ways in which he negotiates the collision between the demands of the productivity curriculum and a more human educational agenda. Yang, D. & Charles, M. (manuscript submitted for publication in 2010 but declined) Students-lectured Jigsaw instructional model: A qualitative research study on cooperative learning in an EFL environment. Innovation in Language Learning and Teaching. This study reports on the development of a cooperative learning instructional model (Jigsaw III) in China that developed a learning community in which students, collaborating closely with their teacher and working as exploratory teams, delivered all the instructional lectures for the whole semester. Results point to the success of Jigsaw III in achieving the intended goals of cultivating participants’ cognitive abilities at higher levels, developing their teamwork, strengthening individual accountability and interdependency, and cultivating their abilities to work and solve problems independently. Kolvoord, R.A., Purcell, S., Charles, M. (in press). What Happens After the Professional Development: Case Studies on Implementing GIS in the Classroom. In MaKinster, J., Trautman, N., Barnett, M. (eds.) Teaching Science and Investigating Environmental Issues with Geospatial Technology, New York: Springer Publishing. We used a theoretical framework to describe seven cases of middle and high school teachers around the country implementing geospatial technology in their teaching. Borthwick, A., Charles, M., Pierson, M., Thompson, A., Park, J., Searson, M., Bull, G.  (2008). Realizing Technology Potential through TPACK. Learning and Leading with Technology. September/October 2008. An article describing the "total package" of technology, pedagogy, and content knowledge. In the article we describe an instance of this total package as it related to using digital video in a science classroom. This article was written with the leadership of the Special Interest Group for Teacher Education (SIGTE) and the leadership of the National Technology Leadership Summit (NTLS). Charles, M. (2008). Measuring digital images in math and science classrooms. Learning and Leading with Technology. March/April 2008. An article for practicing teachers in grades 4-12 that describes how public domain image processing software can be used to measure time, distance, and area in digital images. Charles, M. (2007). Where are we going as we leave no child behind? La Technique and Postman, Papert, and Palmer-Part Three. Interface: the Journal of Education, Community, and Values. April/May 2004; v 3 no. 4 at http://bcis.pacificu.edu/journal/2007/03/charles.php. The third part of a three-part series examining the recent No Child Left Behind Act as typifying the kind of technical thinking that reduces education to a production task. Part three discusses the work of Parker Palmer as an advocate for human values in education and the ties of that kind of thinking to greater productivity. This invited paper was published as part of a Berglund fellowship. Morrell, P, Charles, M. (2007) Evolving Uses of a Technology Lending Library in Preservice Teacher Education. A paper presented at the annual meeting of the Association for Science Teacher Education (ASTE) 2007 in January, 2007. This paper discussed how the Oregon Technology in Education Network (OTEN) computer equipment libraries had been used at six different OTEN institutions in Oregon. Proceedings available at http://aste.chem.pitt.edu/ in April 2007. Charles, M. (2006). The $100 Laptop: Informal Learning for the Developing World? Interface: the Journal of Education, Community, and Values. October 2006; v 4 no. 6 at http://bcis.pacificu.edu/journal/2006/04/charles.php. An article that examines the educational philosophy embodied in the One Laptop Per Child initiative promoted by Nicholas Negroponte as a way to bring better learning opportunities to developing nations. Charles, M.T. (2004). Where are we going as we leave no child behind? La Technique and Postman, Papert, and Palmer-Part Two. Interface: the Journal of Education, Community, and Values. April/May 2004; v 3 no. 4 at http://bcis.pacificu.edu/journal/2004/03/0304.php. The second part of a three-part series examining the recent No Child Left Behind Act as typifying the kind of technical thinking that reduces education to a production task. Part two discusses the work of Seymour Papert as a critic of technical thinking in the schools. This invited paper was published as part of a Berglund fellowship. Charles, M. (2004). Where are we going as we leave no child behind? La Technique and Postman, Papert, and Palmer-Part One. Interface: the Journal of Education, Community, and Values. February 2004; v 4 no. 1 at http://bcis.pacificu.edu/journal/2004/01/charles.php. The first part of a three-part series examining the recent No Child Left Behind (NCLB) legislation as typifying the kind of technical thinking that reduces education to a production task. Part one critiques NCLB in the light of Neil Postman’s ideas about “technopoly.” This invited paper was published as part of a Berglund fellowship. Charles, M. & Kolvoord, R.A. (2004). Using Visualization Tools for Inquiry-Based Science: A Longitudinal Study of Teacher’s Stages of Development. Published as a Research Paper/Roundtable paper for a session at the National Educational Computing Conference 2004 in New Orleans, Louisiana.  This peer-reviewed paper has been accepted for publication in the conference proceedings. It is a further development of an ongoing longitudinal study of middle school and high school teacher’s use of visualization tools in science classrooms. This paper added additional case study data. Charles, M. & Kolvoord, R.A. (2004). Using Visualization Tools for Inquiry-Based Science: A Longitudinal Study of Teacher’s Stages of Development. Proceedings of SITE 2004. Charlottesville, VA: Association for the Advancement of Computing in Education. This peer-reviewed paper summarized our findings of an ongoing longitudinal study of middle school and high school teacher’s use of visualization tools in science classrooms. This paper added findings from survey data following our first summer follow-on workshop. Charles, M. & Kolvoord, R.A. (2003) Teacher's Stages of Development in Using Visualization Tools for Inquiry-Based Science. Proceedings of SITE 2003. Charlottesville, VA: Association for the Advancement of Computing in Education (2003). An earlier but lengthier version of this paper was published by the Hawaiian International Conference on Education (HICE 2003). These papers were a further development of a longitudinal study of middle school and high school teacher’s use of more advanced visualization tools in science classrooms and included the first brief case studies. Charles, M. & Kolvoord, R.A. (2001) Teacher's stages of development in using visualization tools for inquiry-based science: The case of Project VISM. Proceedings of SITE 2001. Charlottesville, VA: Association for the Advancement of Computing in Education. Selected as the outstanding theory paper for the conference, this paper set up the theoretical framework for our ongoing longitudinal study of middle school and high school teacher’s use of more advanced visualization tools in science classrooms. The VISM Matrix, a rubric that maps teacher progress in using this tools, was developed in this paper. McManus, T.; Charles, M.; Rubio, R.; Hoffman, E.; Lenze, J. (2001) COATT: A statewide initiative to improve pre-service technology education in Michigan. Computers in the Schools v 18, no. 4: 165-183. An earlier version of this article was previously published in the Proceedings of SITE 2000. Charlottesville, VA: Association for the Advancement of Computing in Education. Bednar, A. & Charles, M. (1999) A Constructivist Approach to Introducing Pre-Service Teachers to Educational Technology: Online and Classroom Education. Proceedings of SITE 1999. Charlottesville, VA: Association for the Advancement of Computing in Education. Selected as the outstanding theory paper for the conference. Charles, M.  Using an Interactive Multimedia Tool to Develop an Educator’s Understanding of Mathematics Teaching. Proceedings of SITE 1998. Charlottesville, VA: Association for the Advancement of Computing in Education. Charles, M. Incredibly Average Images. ASCD Curriculum/Technology Quarterly, Spring 1997. This article describes an image processing activity in which students use computer software to take scanned in photographs of their entire class and construct an average image of the entire class. Charles, M. Interactive Multimedia and Professional Development: What might it mean for Mrs. O? Presented this paper as part of the panel discussion Toward Guidelines for the Development and Research of Interactive Multimedia Proceedings of AERA 1996. New York.