Please note that I typically publish under my legal name Jeremiah (not Remi), and that I changed my surname to Kalir in the fall of 2016; hence, my scholarship published prior to that time lists J. Holden (and not J. Kalir).

In Press & Review

Hollett, T., & Kalir. J. (In Press). Mapping playgrids for learning across space, time, and scale. TechTrends. [Read preprint or “Online First” via Springer]

Kalir, J., Fahy, M., Kupperman, J., Schiff, F., & Stanzler, J. (In Press). Playful partnerships for game-based learning in international contexts. In I. Lubin (Ed.), ICT-supported innovations in small countries and developing regions: Perspectives and recommendations for international education. New York, NY: Springer. [Read preprint]

Kalir, J., & Dean, J. (Open Review). Web annotation as conversation and interruption. Manuscript accepted for open review and public contribution in Journal of Media Practice.

Publications

Kalir, J. (2016). Preservice teacher mobile investigation and interpretation of everyday mathematics across settings. Journal of Technology and Teacher Education, 24(4), 415-442. [Read preprint or via JTATE]

Kalir, J.  (2016). Good game: On the limitations of puzzles and possibilities for gameful learning. In C. Williams-Pierce (Ed.), Teacher pioneers: Visions from the edge of the map (pp. 359-371). Pittsburgh, PA: ETC Press. [Read the the chapter or download the book for free via ETC Press]

Saunders, T., & Kalir, J. (2016). From improvisational puzzle to interest-driven inquiry.  In C. Williams-Pierce (Ed.), Teacher pioneers: Visions from the edge of the map (pp. 263-289). Pittsburgh, PA: ETC Press. [Read the the chapter or download the book for free via ETC Press]

Holden, J. (2016). Mobile inquiry-as-play in mathematics teacher education. On the Horizon, 24(1), 71-81. [Read preprint or via OTH]

Holden, J., Poggione, P., & Kupperman, J. (2016). Playing (with) POST Cards. On the Horizon, 24(3), 257-267. [Read preprint or via OTH]

Holden, J., Fahy, M., Kupperman, J., & Stanzler, J. (2015). Priorities and pathways for civic caucusing: The Michigan Student Caucus. In E. Gordon & P. Mihailidis (Eds.), Civic Media Project.

Holden, J., Kupperman, J., Dorfman, A., Saunders, T., Pratt, A., & MacKay, P. (2014). Gameful learning as a way of being. International Journal of Learning Technology, 9(2), 181-201. [Read preprint or via IJLT]

Holden, J. (2014). A design exercise: (re)Designing the everyday. In F. Barnett (Ed.), The Pedagogy Project. HASTAC.

Holden, J., & Williams, C. (2014). How can teachers use videogames to teach their students mathematics? National Council of Teachers of Mathematics Research Briefs. [Read preprint of via NCTM]

Holden, J. (2013). Playful possibilities for assessment: Fluffy ducks and the queen’s gambit. The Scholarship of Teaching, 6(1), 4-8.

Hora, M., & Holden, J. (2013). Exploring the role of instructional technology in course   planning and classroom teaching: Implications for pedagogical reform. Journal of Computing in Higher Education, 25(2), 68-92. [Read via JCHE]

Holden, J. (2013). Sociomathematical participation: Participatory culture and mathematics pre-service teacher education.  In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), Proceedings of the 10th International Conference on Computer Supported Collaborative Learning, Vol. II, (pp. 271-272). Madison, WI: University of Wisconsin-Madison.

Holden, J. (2013). Math class “unsettled”: The practices, places, and participatory culture of mathematics education.  In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), Proceedings of the 10th International Conference on Computer Supported Collaborative Learning, Vol. II, (pp. 471).  Madison, WI: University of Wisconsin-Madison.

Kulow, T. & Holden, J. (2013). Pre-service teachers’ engagement in sociopolitical problems. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 938).  Chicago, IL: University of Illinois at Chicago.

Hora, M., & Holden, J. (2012). Exploring faculty decision-making processes for using instructional technology in the classroom: Implications for policy and practice (WISCAPE Policy Brief). Madison, WI: University of Wisconsin– Madison, Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE).

Mathews, J., & Holden, J. (2012). Place-based design education: A pedagogy for classroom and community-based civic participation. In S. Dikkers, J. Martin, & B. Coulter (Eds.), Mobile Media Learning: Amazing Uses of Mobile Devices for Teaching and Learning (pp. 131-148). Pittsburgh, PA: ETC Press.

Holden, J., Kane, L., & Halverson, R. (2012). Designing collaborations to support digital learning in Wisconsin. Madison, WI: University of Wisconsin-Madison Department of Educational Leadership and Policy Analysis.

Siebenthal Adams, S., & Holden, J. (2011). Games, ethics, and engagement: Potential consequences of game design and gameplay. In K. Schrier & D. Gibson (Eds.), Designing Games for Ethics: Models, Techniques and Frameworks, (pp. 291-311). Hershey, PA: IGI Global. [Read preprint or via IGI Global]

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