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Author: Ann D. Thompson
Publisher: IAP
ISBN: 1607528681
Category : Education
Languages : en
Pages : 192
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Book Description
This book is a result of collaboration between NTLS and SITTE. Framing Research is targeted at individuals or small teams of educational researchers who are interested in conducting high quality research addressing the effects of technology-enhanced instruction on student learning. The book summarizes and unpacks the methodologies of a variety of research studies, each situated in the context of school subject areas, such as science, mathematics, social studies, and English/language arts, as well as in the contexts of reading education, special education, and early childhood learning. Taken together, the analyses provide guidance on the design of future technology research grounded in student learning of K-12 curriculum. The conclusions also serve as a tool for teacher educators seeking to prepare teachers to integrate technology effectively in their instruction and to motivate reluctant teachers to overcome perceived inconveniences connected with technology use.
Author: Ann D. Thompson
Publisher: IAP
ISBN: 1607528681
Category : Education
Languages : en
Pages : 192
Get Book Here
Book Description
This book is a result of collaboration between NTLS and SITTE. Framing Research is targeted at individuals or small teams of educational researchers who are interested in conducting high quality research addressing the effects of technology-enhanced instruction on student learning. The book summarizes and unpacks the methodologies of a variety of research studies, each situated in the context of school subject areas, such as science, mathematics, social studies, and English/language arts, as well as in the contexts of reading education, special education, and early childhood learning. Taken together, the analyses provide guidance on the design of future technology research grounded in student learning of K-12 curriculum. The conclusions also serve as a tool for teacher educators seeking to prepare teachers to integrate technology effectively in their instruction and to motivate reluctant teachers to overcome perceived inconveniences connected with technology use.
Author: Robert N. Ronau
Publisher:
ISBN: 9781609607524
Category : Educational technology
Languages : en
Pages : 409
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Book Description
"This book provides a framework for evaluating and conducting educational technology research, sharing research on educational technology in education content areas, and proposing structures to guide, link, and build new structures with future research"--Provided by publisher.
Author: Walt Heinecke
Publisher: IAP
ISBN: 1617350850
Category : Education
Languages : en
Pages : 289
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Book Description
Overall we come away from this project with a renewed sense of the complexity of evaluating the implementation and impact of technology in teacher education. In the post-PT3 period the federal government turned to large-scale experimental and quasi-experimental evaluations of educational technology but these have produced little in the way of understanding what types of technology work in various content areas under various conditions. PT3 and its approach to evaluation can be viewed as the pioneering period of educational technology evaluation in teacher education. It was a time when evaluators were just beginning to develop appropriate standards that could be used as evaluation criteria. It was a time when the accumulated wisdom of the evaluation field with regards to the primacy of mixed methods and multiple indicators of outcomes was just beginning to take hold. PT3 evaluators understood the importance of treading the line between summative and formative evaluation, and the relationship of evaluation to the improvement of educational practice. In a world where the policymakers now clamor for simple quantitative evaluations linking teacher preparation to pupil achievement scores, we are reminded that the causal chain from teacher preparation to in-service performance and student achievement is fraught with externalities, complexities and a less than equal playing field. Collectively we still have not figured out how technology may be adding value to education beyond any potential impact on superficial standardized test scores. We have as a nation, ignored the call of cognitive psychologists who in 2000 called for a new frame of reference for learner-centered, community-centered , assessment-centered and content-centered educational processes. They understood that the high stakes accountability systems hinder educational innovation and the release of technology's potential to unlock new ways of knowing and learning. Looking back now on the accomplishments of the PT3 program within our current political context, we see a need for more nuanced evaluation models that examine the relationship between pedagogy and technology integration, with a realization that teacher preparation programs will vary in their approaches to both. Some will focus on skills-based approaches, others on the relationship between pedagogical content knowledge and technology integration. The PT3 program served as an important incubator and test-bed of appropriate evaluation practice; we are already looking back at the program for lessons on how to move forward. We hope this volume may serve as a reminder of lessons for the future.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1522579192
Category : Education
Languages : en
Pages : 573
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Book Description
Educational technologies are becoming commonplace entities in classrooms as they provide more options and support for teachers and students. However, many teachers are finding these technologies difficult to use due to a lack of training and instruction on how to effectively apply them to the classroom. TPACK: Breakthroughs in Research and Practice is an authoritative reference source for the latest research on the integration of technological knowledge, pedagogical knowledge, and content knowledge in the contexts of K-12 education. Highlighting a range of pertinent topics such as pedagogical strategies, blended learning, and technology integration, this publication is an ideal resource for educators, instructional designers, administrators, academicians, and teacher education programs seeking current findings on the implementation of technology in instructional design.
Author: Michael Simonson
Publisher: IAP
ISBN: 1607522500
Category : Education
Languages : en
Pages : 258
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Book Description
Glossary Compiled by Terry Hudgins, Nova Southeastern University Distance education is defined as institution-based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors. This definition is expanded on in the 2009 yearbook of the Encyclopaedia Britannica, which validates this definition of the field. Distance Education: Definition and Glossary of Terms, 3rd Edition is unique in that it packages the terms together under one cover making this rapidly advancing complex topic easier to comprehend. The book addresses the complexities of terminology used in the field of distance education. In a time where distance education is becoming widely utilized across the globe, this at-a-glace approach makes it easier than ever to respond to the growing demand and questions about this subject matter.
Author: Chrystalla Mouza
Publisher: IAP
ISBN: 1648029086
Category : Education
Languages : en
Pages : 426
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Book Description
Computer science is increasingly becoming an essential 21st century skill. As school systems around the world recognize the importance of computer science, demand for teachers who have the knowledge and skills to deliver computer science instruction is rapidly growing. Yet a number of recent studies indicate that teachers report low confidence and limited understanding of computer science, frequently confusing basic computer literacy skills with computer science. This is true for both teachers at the K-8 level as well as secondary education teachers who frequently transition to computer science from other content areas, such as mathematics. As computer science is not yet included in most teacher preparation programs, professional development is a critical step in efforts to prepare in-service teachers to deliver high-quality computer science instruction. To date, however, research on best practices in computer science professional development has been severely lacking in the literature, making it difficult for researchers and practitioners alike to examine effective in-service preparation models. This book provide examples of professional development approaches that help teachers integrate aspects of computing in existing curricula at the K-8 level or deliver stand-alone computer science courses at the secondary school level. Further, this book identifies computational competencies for teachers, promising pedagogical strategies that advance teacher learning, as well as alternative pathways for ongoing learning including microcredentials. The primary audience of the book is graduate students and faculty in educational technology, educational or cognitive psychology, learning theory, curriculum and instruction, computer science, instructional systems and learning sciences. Additionally, the book will serve as a valuable addition to education practitioners and curriculum developers as well as policy makers looking to increase the number of teachers who are prepared to deliver computing education.
Author: Aman Yadav
Publisher: IAP
ISBN: 1648024580
Category : Computers
Languages : en
Pages : 283
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Book Description
Computer science has emerged as a key driver of innovation in the 21st century. Yet preparing teachers to teach computer science or integrate computer science content into K-12 curricula remains an enormous challenge. Recent policy reports have suggested the need to prepare future teachers to teach computer science through pre-service teacher education programs. In order to prepare a generation of teachers who are capable of delivering computer science to students, however, the field must identify research-based examples, pedagogical strategies, and policies that can facilitate changes in teacher knowledge and practices. The purpose of this book is to provide examples that could help guide the design and delivery of effective teacher preparation on the teaching of computer science. This book identifies promising pathways, pedagogical strategies, and policies that will help teacher education faculty and pre-service teachers infuse computer science content into their curricula as well as teach stand-alone computing courses. Specifically, the book focuses on pedagogical practices for developing and assessing pre-service teacher knowledge of computer science, course design models for pre-service teachers, and discussion of policies that can support the teaching of computer science. The primary audience of the book is students and faculty in educational technology, educational or cognitive psychology, learning theory, teacher education, curriculum and instruction, computer science, instructional systems, and learning sciences.
Author: Lynne Schrum
Publisher: Corwin Press
ISBN: 1452277346
Category : Education
Languages : en
Pages : 192
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Book Description
Discover how award-winning schools advance students’ learning through technology! A companion to the best-selling Leading 21st Century Schools, this inspiring book profiles eight visionary schools and how they approach technology. Hear directly from the principals, teachers, superintendents, and other educators involved as they describe their strategies for: Becoming a school culture that embraces technology and 21st century skills Creating a 21st century classroom, including new instructional approaches and professional development opportunities Selecting the right technology strategy, infrastructure, and devices Managing costs through funding and budget strategies Measuring progress through effective use of data
Author: Anthony J. Petrosino
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 182
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Book Description
Frameworks for Integrated Project-Based Instruction in STEM Disciplines presents an original approach to Science, Technology, Engineering, and Mathematics (STEM) centric project based instruction. We approach project based instruction from an engineering design philosophy and the accountability highlighted in a standards-based environment. We emphasize a backward design that is initiated by well-defined outcomes tied to local, state, or national standards that provide teachers with a framework guiding students' design, solving, or completion of ill-defined tasks. In project-based STEM classrooms students investigate, utilize technological tools, construct artifacts, participate in debates, collaborate, and make products to demonstrate what they have learned. Features include deep coverage of four topics in PBI: scaffolding, student-driven inquiry, driving questions, and development of lessons based on national and state standards. This focus will ensure a deep understanding by the reader of project-based instruction, which will allow the reader to create strong and meaningful lesson experiences for their students. An emphasis on student-driven inquiry will be discussed, including the importance of giving students the cognitive tools, such as statistical analysis tools, they need to research and inquire about the lesson topic. A breakdown of what a successful driving question includes will be explained, and examples given. The book will include strategies for starting the lesson process with ending goals in mind by creating driving questions and breaking down state and national standards. This book is strongly rooted in research in the learning sciences about project-based instruction, but will also be designed to be practically useful to teachers and teacher educators and researchers by bridging research and practice.
Author: Jill Dahlman
Publisher: Cambridge Scholars Publishing
ISBN: 1527521338
Category : Language Arts & Disciplines
Languages : en
Pages : 310
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Book Description
This collection of essays is a compilation of the latest research in first-year composition, including pedagogy, praxis, debate, and assessment. Originally begun as a collection of panel presentations from the Rocky Mountain Modern Language Association annual conference, it has since evolved to include innovative pedagogy regardless of presentation status. The book is divided into presentation “panels,” in order to present the reader with innovative pedagogy and thought-provoking conversations concerning the first-year classroom, assessment, and pedagogy. It will benefit anyone who studies or engages with first-year composition, including graduate students, instructors, and administration.
