Meaningful Learning with Technology
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|Format:||Paperback, 288 pages, 4th Revised edition Edition|
|Other Information: ||Illustrations|
|Published In: ||United States, 09 March 2011|
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Grounded in constructivist teachings, this popular text demonstrates how teachers can use technology to engage and support meaningful learning of their students. Organized around learning processes such as inquiring, experimenting, writing, modeling, community building, communicating, designing, visualizing, and assessing, Meaningful Learning with Technology, Fourth Edition, demonstrates for the reader how learners can use different technologies for meaningful learning. Numerous examples from teachers in K-12 classrooms, give readers a clear understanding of how technology can be used with different types of students, including expanded coverage of effective technology use with young learners. All chapters now present learning objectives as well as ISTE NETS for Students and 21st Century Skills that may be met through the learning activities described. The text is further strengthened by the inclusion of practical application with technologies that many teachers currently use; discussion of widely available web-based tools for learning and collaboration; and the addition of Assessing Meaningful Teaching and Learning rubrics which give readers a tool for reflecting on their practice. Each chapter extends learning by culminating with questions and issues for readers to think about.
About the Author
Jane L. Howland, Ph.D., is an Associate Teaching Professor in the School of Information Science and Learning Technologies at the University of Missouri. After teaching kindergarten and multi-age classrooms at the Stephens College Children's School, Dr. Howland earned her doctorate in Information Science and Learning Technologies from the University of Missouri. She has developed and teaches graduate courses related to the use of learning technologies, with an emphasis on K-12 learning environments. Dr. Howland's current work focuses on designing and evaluating online learning environments in K-12 and higher education. She has been PI on federally funded research projects related to faculty development in using and modeling technology use with preservice teachers and with K-12 teachers' use of technology for assessing student learning. Dr. David Jonassen is Curators' Professor at the University of Missouri where he teaches in the areas of Learning Technologies and Educational Psychology. Since earning his doctorate in educational media and experimental educational psychology from Temple University, Dr. Jonassen has taught at the University of Missouri, Pennsylvania State University, University of Colorado, the University of Twente in the Netherlands, the University of North Carolina at Greensboro, and Syracuse University. He has published 35 books and hundreds of articles, papers, and reports on text design, task analysis, instructional design, computer-based learning, hypermedia, constructivism, cognitive tools, and problem solving. His current research focuses on the cognitive processes engaged by problem solving and models and methods for supporting those processes during learning, culminating in the book, Learning to Solve Problems: A Handbook for Designing Problem-Solving Learning Environments. Rose M. Marra, Ph.D., is an Associate Professor at the University of Missouri in the School of Information Science and Learning Technologies. Dr. Marra teaches courses on assessment, evaluation and the design and implementation of effective online learning experiences. She holds a Masters degree in Computer Science and worked as a software engineer for AT&T Bell Laboratories before completing her Ph.D. and beginning her career in academia at Penn State University in their College of Engineering. At Penn State, she began her advocacy for and research into women and girls in STEM careers. Specific research interests include factors that influence persistence of women in STEM, women's self-efficacy in studying and completing STEM degrees, gender differences in perceptions of STEM classroom climates, and the epistemological development of college students. Dr. Marra has been PI or Co-PI on numerous funded research projects including the Assessing Women and Men in Engineering (aweonline.org) and the National Girls Collaborative Project (http://www.psctlt.org/ngcp/).
Table of Contents
Chapter 1: Goal of Technology Integrations: Meaningful Learning Chapter Objectives How Can Technology Facilitate Meaningful Learning? Alternative Conceptions of Meaningful Technology Use Conclusion Things to Think About Chapter 2: Inquiring with Technologies Chapter Objectives Technology Trends Supporting Inquiry Information Gathering With Internet Resources Using Information to Build Knowledge with Open-Ended, Student-Directed Research Projects Collecting Data with Mobile Technologies Finding Opinions with Online Survey Tools Conclusion NET Standards and 21st Century Skills Things to Think About Chapter 3: Experimenting with Technologies Chapter Objectives Learning to Reason Causally Hypothesizing With Microworlds Experimenting With Simulations Venturing Into Games Immersing Into Virtual Worlds Conclusion NET Standards and 21st Century Skills Things to Think About Chapter 4: Designing with Technologies Chapter Objectives Learning through Design Drawing Design Ideas with SketchUp Testing Designs and Building Mental Models with Simulation Software Problem Solving Through Game and Simulation Design Designing Music with Composition Software Conclusion NET Standards and 21st Century Skills Things to Think About Chapter 5: Communicating with Technologies Chapter Objectives 21st Century Media Kids Exchanging Ideas Asynchronously With Discussion Boards and VoiceThread Exchanging Ideas Synchronously With Chats and Instant Messaging Sharing Information with Presentation Technologies Making Connections through Videoconferencing Broadcasting With Podcasts and Internet Radio Conclusion NET Standards and 21st Century Skills Things to Think About Chapter 6: Community Building and Collaborating with Technologies Chapter Objectives What is Community? Knowledge Building with Knowledge Forum Co-constructing Knowledge with Wikis Building International Communities with iEARN, Global Schoolhouse, KidLink, and ThinkQuest Discussing Interests with Social (Educational) Networking Groups Conclusion NET Standards and 21st Century Skills Things to Think About Chapter 7: Supporting Writing with Technology Chapter Objectives Supporting Writing Organization, Planning and Reflection on Writing through Visualization Tools Supporting Creative Writing and Publishing with Technology Supporting Collaborative Writing with Technology Supporting Peer Feedback on Writing Conclusion NET Standards and 21st Century Skills Things to Think About Chapter 8: Modeling with Technologies Chapter Objectives Learning by Building Models Modeling Knowledge with Concept Maps Modeling with Spreadsheets Modeling Experiences with Databases Conclusion NET Standards and 21st Century Skills Things to Think About Chapter 9: Visualizing With Technologies Chapter Objectives What Are Visualization Tools? Visualizing Scientific Ideas with Computers Visualizing Mathematical Ideas with Technologies Visualizing With Digital Cameras and Mobile Phones Visualizing With Video Video Modeling and Feedback NET Standards and 21st Century Skills Things to Think About Chapter 10: Assessing Meaningful Learning and Teaching with Technologies Chapter Objectives Assessing Meaningful Learning: Authentic and Performance Assessment Technology-Based Assessments Assessing Performance with Technology-Based Rubrics Assessing Growth over Time with Electronic Portfolios Clicker Assessment Tools Assessing Learning with Technology-Based Tests, Surveys and Assessment Items Conclusion NET Standards and 21st Century Skills Things to Think About Epilogue: Implications of Learning with Technology Index
|Publisher: ||Allyn & Bacon|
|Dimensions: ||23.0 x 18.0 x 1.0 centimeters (0.45 kg)|