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

Kalir, J., & Dean, J. (2018/In Press). Web annotation as conversation and interruption. Journal of Media Practice, 19(1), 20-31.

Publications

Kalir, J., Fahy, M., Kupperman, J., Schiff, F., & Stanzler, J. (2017). 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 (pp. 141-168). New York, NY: Springer. [Read preprint]

Hollett, T., & Kalir. J. (2017). Mapping playgrids for learning across space, time, and scale. TechTrends, 61(3), 236-245. [Read preprint or via Springer]

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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