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In the field of history, the Web and other technologies have become important tools in research and teaching of the past. Yet the use of these tools is limited—many historians and history educators have resisted adopting them because they fail to see how digital tools supplement and even improve upon conventional tools (such as books). In Pastplay, a collection of essays by leading history and humanities researchers and teachers, editor Kevin Kee works to address these concerns head-on. How should we use technology? Playfully, Kee contends. Why? Because doing so helps us think about the past in new ways; through the act of creating technologies, our understanding of the past is re-imagined and developed. From the insights of numerous scholars and teachers, Pastplay argues that we should play with technology in history because doing so enables us to see the past in new ways by helping us understand how history is created; honoring the roots of research, teaching, and technology development; requiring us to model our thoughts; and then allowing us to build our own understanding.
El espacio, ya sea físico o virtual, puede tener un impacto significativo en el aprendizaje. Learning Spaces se centra en la forma en que las expectativas de los alumnos influyen en dichos espacios, en los principios y actividades que facilitan el aprendizaje y en el papel de la tecnología desde la perspectiva de quienes crean los entornos de aprendizaje: profesores, tecnólogos del aprendizaje, bibliotecarios y administradores. La tecnología de la información ha aportado capacidades únicas a los espacios de aprendizaje, ya sea estimulando una mayor interacción mediante el uso de herramientas de colaboración, videoconferencias con expertos internacionales o abriendo mundos virtuales para la exploración. Este libro representa una exploración continua a medida que unimos el espacio, la tecnología y la pedagogía para asegurar el éxito de los estudiantes.
Grounded in applied linguistics research and composition theory and practice,Technologies in the Second Language Composition Classroomencourages teachers to explore the role technology can play in the acquisition of writing for second language students. This research-based volume supports the incorporation of technology into classrooms, providing students with motivation and tools to develop their writing skills. The book provides not only an intellectually engaging perspective on the on-going debates regarding technologically enhanced writing and writing pedagogy, but it also delves in to the technologies themselves, from blogs and blogging to computer-mediated discourse and concordancing. Technology is a growing and rapidly evolving presence in academia, and Joel Bloch brings an informed approach to understanding its place and potential benefits in the classroom. Each chapter includes reflection questions that will help individual readers apply the theories and ideas to their own classrooms. This book will interest ESL teachers in training, teacher educators, current ESL instructors, and researchers and scholars in the area of ESL writing and technology.
Learning First, Technology Second offers teachers a classroom-tested, easy-to-use framework to help them move from arbitrary uses of technology to thoughtful ways of adding value to student learning. Learning with technology doesn’t happen because a specific tool “revolutionizes” education. It happens when proven teaching strategies intersect with technology tools, and yet it’s not uncommon for teachers to use a tool because it’s “fun” or because the developer promises it will help students learn. This book includes: • An introduction to the Triple E Framework that helps teachers engage students in time-on-task learning, enhance learning experiences beyond traditional means and extend learning opportunities to bridge classroom learning with students’ everyday lives. • Effective strategies for using technology to create authentic learning experiences for their students. • Case studies to guide appropriate tech integration. • A lesson planning template to show teachers how to effectively frame technology choices and apply them in instruction. The companion jump start guide based on this book is Engage, Enhance, Extend: Start Creating Authentic Lessons With the Triple E Framework.
Education is the key to America's economic growth and prosperity and to our ability to compete in the global economy. It is the path to higher earning power for Americans and is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time. The National Education Technology Plan 2010 calls for revolutionary transformation. Specifically, we must embrace innovation and technology which is at the core of virtually every aspect of our daily lives and work. This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity.
Computational Thinking in Education explores the relevance of computational thinking in primary and secondary education. As today’s school-aged students prepare to live and work in a thoroughly digitized world, computer science is providing a wealth of new learning concepts and opportunities across domains. This book offers a comprehensive overview of computational thinking, its history, implications for equity and inclusion, analyses of competencies in practice, and integration into learning, instruction, and assessment through scaffolded teacher education. Computer science education faculty and pre- and in-service educators will find a fresh pedagogical approach to computational thinking in primary and secondary classrooms.
Technology is a dynamic field in which new developments take place continuously. Education traditionally lacks behind the latest developments in this subject area. Therefore it is necessary to consider updating education regularly. The NATO Advanced Research Workshop "Integrating Advanced Technology into Technology Education" discussed necessary changes in technology education caused by new developments in technology. It was held in Eindhoven, The Netherlands, October 9-12, 1990. Our impression is that there was a fruitful interaction between educationalists, policy makers, and industrialists. These groups all have their own way of approaching technology education and the conference gave them an opportunity for sharing ideas that come from these various approaches. The participants felt that the issue of integrating advanced technology into technology education was quite relevant. There was a high degree of commitment in presentations and discussions. This led to the formulation of a number of recommendations to people in NATO countries who are involved in technology education. We as organizers appreciate the contributions of many people to this conference: NATO for financing it; Dr. Thomas Liao in particular for stimulating both NATO and us to realize it; the presenters for setting the scene for discussions; all participants for sharing ideas and perspectives; and finally Springer-Verlag for publishing the proceedings. April 1991 Michael Hacker Anthony Gordon Marc de Vries Introduction From the main theme of the conference --Integrating Advanced Technology into Technology Education --we distilled six questions: 1.
The first reference book to introduce the concept and development of service-learning in China, Service-Learning as a New Paradigm in Higher Education of China provides a full picture of the infusion of service-learning into the Chinese educational system and describes this new teaching experience using case studies, empirical data, and educational and institutional policies within Chinese context. The text demonstrates how students learn outside the classroom through service-learning with valuable feedback and reflection from faculty members and fellow students about the meaning of education in China. Though service-learning was initially developed in the United States, the concept is rooted in Chinese literatures and values. This book will help readers understand how service-learning is being used as a pedagogy with Chinese values and philosophy in Chinese education, filling a niche within the worldwide literature of service-learning.