Author: Alfred M. Bork
Publisher: HarperCollins Publishers
ISBN:
Category : Education
Languages : en
Pages : 196

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Book Description

Author: Andrea R. Gooden
Publisher: Jossey-Bass
ISBN:
Category : Computers
Languages : en
Pages : 232

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Book Description
Since 1979, Apple Computer's Educational Grants program has provided computer equipment and training to schools through a nationwide competitive process. Computers in the Classroom tells the inspiring stories of some of these schools, showing how technology has revived the classroom. This illustrated book is an indispensable resource for teachers and parents, showing examples of students' work and with information on funding resources, technical support, software, and where to find electric and print data. 100 illus.

Author: Baltasar Fernández-Manjón
Publisher: Springer Science & Business Media
ISBN: 1402049145
Category : Education
Languages : en
Pages : 243

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Book Description
This book contains a selection of contributions presenting the latest research in the field of computers in education and, more specifically, in e-Learning. It reflects the diverse scenario of the application of computers in the educational field by describing previous experiences and addressing some of the present key issues. These include issues such as Learning Management Systems as well as innovative aspects such as personalized or ubiquitous learning.

Author: Orit Hazzan
Publisher: Springer
ISBN: 1447166302
Category : Education
Languages : en
Pages : 306

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Book Description
This textbook presents both a conceptual framework and detailed implementation guidelines for computer science (CS) teaching. Updated with the latest teaching approaches and trends, and expanded with new learning activities, the content of this new edition is clearly written and structured to be applicable to all levels of CS education and for any teaching organization. Features: provides 110 detailed learning activities; reviews curriculum and cross-curriculum topics in CS; explores the benefits of CS education research; describes strategies for cultivating problem-solving skills, for assessing learning processes, and for dealing with pupils’ misunderstandings; proposes active-learning-based classroom teaching methods, including lab-based teaching; discusses various types of questions that a CS instructor or trainer can use for a range of teaching situations; investigates thoroughly issues of lesson planning and course design; examines the first field teaching experiences gained by CS teachers.

Author: Andrea A. DiSessa
Publisher: MIT Press
ISBN: 9780262541329
Category : Computers
Languages : en
Pages : 300

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Book Description
How computer technology can transform science education for children.

Author: Peggy Grant
Publisher: International Society for Technology in Education
ISBN: 1564845443
Category : Education
Languages : en
Pages : 200

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Book Description
Personalized Learning: A Guide for Engaging Students with Technology is designed to help educators make sense of the shifting landscape in modern education. While changes may pose significant challenges, they also offer countless opportunities to engage students in meaningful ways to improve their learning outcomes. Personalized learning is the key to engaging students, as teachers are leading the way toward making learning as relevant, rigorous, and meaningful inside school as outside and what kids do outside school: connecting and sharing online, and engaging in virtual communities of their own Renowned author of the Heck: Where the Bad Kids Go series, Dale Basye, and award winning educator Peggy Grant, provide a go-to tool available to every teacher today—technology as a way to ‘personalize’ the education experience for every student, enabling students to learn at their various paces and in the way most appropriate to their learning styles.

Author: Larry CUBAN
Publisher: Harvard University Press
ISBN: 0674030109
Category : Education
Languages : en
Pages : 258

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Book Description
Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace. But just how valid is this argument? In Oversold and Underused, one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively. Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.

Author: Steven Hackbarth
Publisher: Educational Technology
ISBN: 9780877782926
Category : Education
Languages : en
Pages : 372

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Book Description
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t.

Author: Siu-Cheung Kong
Publisher: MIT Press
ISBN: 0262543478
Category : Education
Languages : en
Pages : 285

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Book Description
A guide to computational thinking education, with a focus on artificial intelligence literacy and the integration of computing and physical objects. Computing has become an essential part of today’s primary and secondary school curricula. In recent years, K–12 computer education has shifted from computer science itself to the broader perspective of computational thinking (CT), which is less about technology than a way of thinking and solving problems—“a fundamental skill for everyone, not just computer scientists,” in the words of Jeanette Wing, author of a foundational article on CT. This volume introduces a variety of approaches to CT in K–12 education, offering a wide range of international perspectives that focus on artificial intelligence (AI) literacy and the integration of computing and physical objects. The book first offers an overview of CT and its importance in K–12 education, covering such topics as the rationale for teaching CT; programming as a general problem-solving skill; and the “phenomenon-based learning” approach. It then addresses the educational implications of the explosion in AI research, discussing, among other things, the importance of teaching children to be conscientious designers and consumers of AI. Finally, the book examines the increasing influence of physical devices in CT education, considering the learning opportunities offered by robotics. Contributors Harold Abelson, Cynthia Breazeal, Karen Brennan, Michael E. Caspersen, Christian Dindler, Daniella DiPaola, Nardie Fanchamps, Christina Gardner-McCune, Mark Guzdial, Kai Hakkarainen, Fredrik Heintz, Paul Hennissen, H. Ulrich Hoppe, Ole Sejer Iversen, Siu-Cheung Kong, Wai-Ying Kwok, Sven Manske, Jesús Moreno-León, Blakeley H. Payne, Sini Riikonen, Gregorio Robles, Marcos Román-González, Pirita Seitamaa-Hakkarainen, Ju-Ling Shih, Pasi Silander, Lou Slangen, Rachel Charlotte Smith, Marcus Specht, Florence R. Sullivan, David S. Touretzky

Author: Robyn M. Gillies
Publisher: Mdpi AG
ISBN: 9783036529714
Category : Education
Languages : en
Pages : 220

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Book Description
This book brings together a diverse range of international scholars to highlight recent developments in research on collaborative learning. The emphasis is on research that has a strong evidence base for the work that is presented and includes empirical studies, best evidence synthesis of the relevant research, case studies, and theoretical reports. It also highlights how different technologies have been used to facilitate group interaction, dialogue, and learning. There is much to be gained by sharing and learning about what happens in different disciplines and contexts and how different collaborative pedagogies can be implemented when needed to promote understanding and learning. This book will have strong appeal to pre-service and experienced teachers and researchers who are interested in how different collaborative pedagogies can be embedded in course curricula to promote student engagement and learning.