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Curriculum, Teaching  & Learning
Jim Hewitt


Jim Hewitt
Associate Professor
Associate Chair, Teacher Education, Curriculum, Teaching and Learning

phone: (416) 978-0123
email: jim.hewitt@utoronto.ca  


Departments:
Curriculum, Teaching and Learning

Centre for Science, Mathematics and Technology Education
Institute for Knowledge, Innovation and Technology
Master of Teaching Programme


Research Overview

Dr. James Hewitt is a Professor with the Department of Curriculum, Teaching, and Learning at OISE. His research interests focus on computer supported learning environments, electronic discourse, distance education, multimedia case studies, teacher education, telementoring, online communities, and educational technologies.

Dr. Hewitt is active with a number of organizations, including the International Society of the Learning Sciences (ISLS), the American Educational Research Association (AERA), the National Association for Research in Science Teaching (NARST) and the Science Teachers Association of Ontario (STAO). He works often as a reviewer for top journals in the field of science education such as the Canadian Journal of Science, the Journal of Learning Sciences and Computer & Education.

In addition to his work with computers in education, Dr. Hewitt is an avid software programmer and has won multiple awards for his applications on vocabulary analysis.

Curriculum Vitae

http://www.oise.utoronto.ca/Curriculum_Vitae/Jim_Hewitt_CV.pdf

Academic History

Doctor of Philosophy, OISE, CTL, University of Toronto, Toronto Ontario, 1996.
Supervisor: Dr. Marlene Scardamalia
Doctoral Dissertation: Progress Toward a Knowledge-Building Community.

Master of Education, Computer Applications in Education. Department of Measurement, Evaluation and Computer Applications, OISE, University of Toronto, Toronto Ontario, 1990.

Bachelor of Education, Althouse College, University of Western Ontario, London Ontario, 1986.
Dean's Honor List.

Bachelor of Mathematics, University of Waterloo, Waterloo Ontario, 1986.
Double Honors: Computer Science and Mathematics Teaching.

Ontario Teacher's Certificate, Althouse College, University of Western Ontario, 1986.
Mathematics and Computer Science specialties, Intermediate/Senior level.

Teaching Overview

Prof. Hewitt has taught the following Graduate-level courses:

• CTL1018H Introduction to Qualitative Inquiry
• CTL1602H Introduction to Computers in Education
• CTL1603H Introduction to Knowledge Building
• CTL1606H Computers in the Curriculum
• CTL1608H Instructional Technology: Instructional Design
• CTL1041H Research Methods in Education
• CTL7003H: Science and Technology
• CTL7016H Integrating Technology into the Classroom


Representative Publications

Reid, M., Reid, S., & Hewitt, J. (2018). Nervous about numbers: Math content knowledge and math anxiety of teacher candidates. Master of Teaching Research Journal, Ontario Institute for Studies in Education.

Demmans Epp, C., Phirangee, K., & Hewitt, J. (2017). Student Actions and Community in Online Courses: The Roles Played By Course Length and Facilitation Method. Online Learning, 21(4), 53–77.

Demmans Epp, C., Phirangee, K., & Hewitt, J. (2017). Talk with Me: Student Behaviours and Pronoun Use as Indicators of Discourse Health across Facilitation Methods. Journal of Learning Analytics, 4(3), 4775. https://doi.org/10.18608/jla.2017.43.4

Phirangee, K., Demmans Epp, C., & Hewitt, J. (2016). Exploring the relationships between facilitation methods, students’ sense of community and their online behaviours. Special Issue on Online Learning Analytics. Online Learning Journal, 20(2).

Hewitt, J. (2015). Commentary on “Distributed Revisiting: an Analytic for Retention of Coherent Science Learning”.   Journal of Learning Analytics, 2(2), 102-106.

Oztok, M., *Zingaro, D., *Makos, A., Brett, C., Hewitt, J. (2015). Capitalizing on social presence: The relationship between social capital and social presence. The Internet and Higher Education, 26, 19-24.

Oztok, M., *Wilton, L., *Lee, K., *Zingaro, D., MacKinnon, K., *Makos, A., *Phirangee, K., *Harwood, C., Brett, C., & Hewitt, J. (2014). Polysynchronous dialogic construction of time in online learning. The Journal of E-Learning and Digital Media, 11(2), 154-161.

Qiu, M., Hewitt, J., & Brett, C. (2014). Influence of group configuration on online discourse writing.  Computers & Education, 71, 1-14.

Oztok, M., Zingaro, D., Brett. C., & Hewitt, J. (2013).  Exploring asynchronous and synchronous tool use in online courses. Computers & Education, 60(1), 87-94.

Qiu, M., Hewitt, J., & Brett, C. (2012). Online class size, note reading, note writing and collaborative discourse. Computer-Supported Collaborative Learning (2012) 7:423–442

Asbell-Clarke, J., Edwards, T., Rowe, E., Larsen, J., Sylvan, E., & Hewitt, J. (2012). Martian Boneyards: Scientific Inquiry in an MMO Game. International Journal of Game-Based Learning, 2(1), 52-76.

Peters, V., & Hewitt, J. (2010). An investigation of student practices in asynchronous computer conferencing courses. Computers & Education, 54, 951-961.

Bencze, L., Hewitt, J., & Pedretti, E. (2009). Personalizing and contextualizing multimedia case methods in university-based teacher education: An important modification for promoting technological design in school science. Research in Science Education, 39(1), 93-109.

Pedretti, E., Bencze, L., Hewitt, J., Romkey, L., & Jivraj, A. (2008). Promoting issues-based STSE perspectives in science teacher education: Problems of identity and ideology. Science & Education, 17(8/9), 941-960.  

Hewitt, J., Brett, C. & Peters, V. (2007). Scan Rate: A new metric for the analysis of reading behaviors in asynchronous computer conferencing environments. American Journal of Distance Education21(4), 1-17.

Hewitt, J., & Brett, C. (2007). The relationship between class size and online activity patterns in asynchronous computer conferencing environments. Computers & Education, 49, 1258-1271.

Yoon, S., Pedretti, E., Bencze, L, Hewitt, J., Perris, K. & R. van Oostveen (2006). Exploring the use of cases and case methods in influencing elementary pre-service science teachers’ self-efficacy beliefs. Journal of Science Teacher Education, 17(1), 15-35.

Hewitt, J. (2005).  Toward an understanding of how threads die in asynchronous computer conferences.  Journal of the Learning Sciences, 14(4), 567-589.

Hewitt, J., Pedretti, E., Bencze, L., Vaillancourt, B.D., & Yoon, S. (2003).  New applications for multimedia cases: Promoting reflective practice in pre-service teacher education. Journal of Technology and Teacher Education 11(4), 483-500.

Hewitt, J. (2003).  How habitual online practices affect the development of asynchronous discussion threads.  Journal of Educational Computing Research, 28(1), 31-45.  

Bencze, L., Hewitt, J., Pedretti, E., Yoon, S., Perris, K. & Van Oostveen, R. (2003). Science-specialist student teachers consider promoting technological design projects: Contributions of multi-media case methods. Research in Science Education, 33, 163-187.

Hewitt, J., Reeve, R., Abeygunawardena, H., & Vaillancourt, B.D. (2002).  Pre-service teachers as telementors: Exploring the links between theory and practice. Journal of Information Technology for Teacher Education, 11(1), 7-22.

Carr, M., Hewitt, J., Scardamalia, M. & Reznick, R. (2002). Internet-based otolaryngology case discussions for medical students. Journal of Otolaryngology, 31(4), 197-201.  

Bencze, L., Hewitt, J. & Pedretti, E. (2001). Multi-media cases in pre-service science education: An apprenticeship for praxis. Research in Science Education, 31, 191-209.

Hewitt, J. (2001).  Beyond threaded discourse.  International Journal of Educational Telecommunications, 7(3), 207-221.

Hewitt, J. & Scardamalia, M. (1998).  Design principles for the support of distributed processes. Educational Psychology Review, 10(1), 75-96.

Bereiter, C., Scardamalia, M., Cassells, C., & Hewitt, J. (1997).  Postmodernism and elementary science.  Elementary School Journal. (97) 4, 329-340.

 

Research Grants and Contracts

Hewitt, J., Reid, M. & Reid, S. (2018). A new approach to Ontario's problems with elementary school mathematics. SSHRC Insight Development Grant. Proposal funded: $51,642.00 awarded.

Hewitt, J. & Brett, C. (2018). Academic Toolbox Enhancements for Pepper. University of Toronto Instructional Technology Innovations Fund (ITIF). Support Stream Funding.

Woodruff, E., Bereiter, C., Hewitt, J., & Scardamalia, M. (2016). Academic emotion, student engagement and online knowledge building. SSHRC Insight Grant. Proposal funded: $129,075 awarded.

Brett, C., & Hewitt, J. (2016). What does interaction really contribute to the online learning experience? SSHRC Insight Grant. Proposal funded: $214,452 awarded.

Hewitt, J., & Woodruff, E. (2014). Math Anxiety and Online Math Instruction. SSHRC Institutional Grant. $1,436 requested, funded for $1,951.35.

Stagg-Peterson, S., Forsyth, D., McIntyre, L., Jang, E., Pelletier, J., Hellsten-Bzovey, L., Hewitt, J., Brett, C., Kosnik, K., Restoule, J., & Willows, D. (2013). Assessing and supporting young children’s oral language and writing development through play in classrooms, daycares and homes in northern communities. SSHRC Partnership Grant. (as co-applicant)

Xu, S., Connelly, M., Beckford, C., Liu, Y., Chen, S., Yang, L., Ma, Y., McDougall, D., Hewitt, J., Zhang, Z. Bartel, L., Wang, Y. (2013). Reciprocal learning in teacher education and school education between Canada and China. SSHRC Partnership Grant. (as co-applicant)

Hewitt, J., Brett, C., MacKinnon, K., & Broad, K. (2012). Enhancing assessment in a collaborative online learning environment. University of Toronto Instructional Technology Innovations Fund (ITIF). $12,300.00

Hewitt, J. (2012). iPads in teacher education: What are the possibilities? SSHRC Institutional Grant. $2000.00

Woodruff, E. & Hewitt. J. (2010). Flex Mode Instruction. OISE Resource Allocation Sub-Committee Special Projects initiative. $4500.

Hewitt, J. & Woodruff, E. (2010). Toward the Synergistic Integration of Computer-Mediated Communication and Wikis. SSHRC Standard Research Grant. $102,936.00

Hewitt, J., Slotta, J., Brett, C., Moore, G., & Hyman, A. (2007). A Casebook of Effective Information Technology Teaching and Learning Practices. IT Courseware Development Fund, University of Toronto, Awarded: $8,500. Status: Principal Investigator.

Hewitt, J., & Laferrier, T. (2006). Professional development videos for moving beyond best practice. SSHRC INE Public Outreach Grant. $49,861.

Hewitt, J. (2005). A study information overload in computer conferencing environments. Small-scale SSHRC Fund, University of Toronto. $3,500.00.

Hewitt, J., Giannotta, L. & McBride, H. (2004). Special Education: On-line Resources and Interactive Case Studies. IT Courseware Development Fund, University of Toronto, $6,775.

Bencze, L., Hewitt, J. & Pedretti, E. (2003). Video case studies in preservice teacher education. Ontario Ministry of Education Transfer Grant, $24,000.

Bencze, L., Hewitt, J. & Pedretti, E. (2003). Case methods in science teacher education. Imperial Oil Centre, OISE/UT. $5,000.

Hewitt, J. (2002). An analysis of new models of telementoring. SSHRC Standard Research Grant. $56,103.

Scardamalia, M. (2002). Beyond best practice: Research-based innovation in learning and knowledge work. SSHRC INE Collaborative Research Initiative Grant, $2,995,834. Status on grant: Co-applicant.

Hewitt, J. (2001). Videoconference telementoring as a support for open-ended science investigations in elementary classrooms. Imperial Oil Centre, OISE/UT. $7,709.

Bencze, L., Pedretti, E., & Hewitt, J. (2001). Case Methods in Science and Technology Teacher Education. Imperial Oil Centre, OISE/UT. $10,500.

Hewitt, J. (2001). New models of Telementoring. SSHRC Incentive Fund, University of Toronto. $2,000.

Hewitt, J. (2001). A study of preservice computer education at OISE-UT. Small-scale SSHRC Fund, University of Toronto. $1,734.50.

Hewitt, J. (2000). A study of telementoring as a support for open-ended science investigations in elementary classrooms. Imperial Oil Centre, OISE/UT. $5,500.

Bencze, L., Pedretti, E., & Hewitt, J. (2000). Case methods in science and technology teacher education. Ontario Ministry of Education Transfer Grant, $27,000.

Hewitt, J. (1998). Discourse patterns in asynchronous computer conferencing. Connaught Grant, $10,000.

Folk, S. & Hewitt, J. (1998-1999). Rethinking mathematics teacher education. Ontario Ministry of Education Transfer Grant, $11,000.

Scardamalia, M. & Hewitt, J. (1997-1998). Graphical views for WebCSILE. University of Toronto: Information Technology Courseware Development, $13,350.


Honours and Awards

• Award for outstanding software: 1998 for the program The Vocabulary Analyzer, demonstrated at the Telelearning Network Centres of Excellence Conference, Vancouver, B. C.
• Award of Merit: 1987 for the program CO-CO, in the category of Microcomputer CIA/CAL Programs, Association for Media and Technology in Education in Canada (AMTEC).
• Award of Merit: 1986 for the program Polyhedra, in the category of Microcomputer CIA/CAL Programs, Association for Media and Technology in Education in Canada (AMTEC).
• Dean's Honor List: 1986, Bachelor of Education, Althouse College, University of Western Ontario.
• Best Media Project: 1986: Althouse College, University of Western Ontario.

Professional Activities

Dr. Hewitt has held the following Executive Positions:

Member of the Editorial Board of the Canadian Journal of Science, Mathematics & Technology Education (July 2008 to present)
Member of the QWERTY Journal Scientific Board, 2005 to present.
Member of the Conference Planning Committee for the International Society of the Learning Sciences (2002 to 2007)

and has reviewed for a number of important science education journals:

Reviewer for Canadian Journal of Science, Mathematics and Technology Education (2007, 2008, 2009).
Reviewer for American Journal of Distance Education (2008).
Reviewer for Computers & Education (2005, 2008).
Reviewer for the Journal of Learning Sciences (2003, 2005).

and has membership of several professional organizations:

International Society of the Learning Sciences (ISLS)
American Educational Research Association (AERA)
National Association for Research in Science Teaching (NARST)
Science Teachers Association of Ontario (STAO)
Ontario College of Teachers (OCT)
Association for the Advancement of Computing in Education (AACE)
AERA SIG: Computer Applications in Education