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Meaningful Learning Using Technology: What Educators Need to Know and DoFrom Teacher College Press
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Many school districts are discovering that providing computer technology and using technology to improve student learning are two very different things. In this book, national experts use concrete examples to describe specific knowledge, beliefs, and strategies that will enable teachers and district leaders to support meaningful learning using technology. Chapters examine the intersection between course content, types of technology, and the supports and professional development required to effectively implement technology in the K-12 classroom. This authoritative volume: explores how technology can contribute to meaningful learning, achieving deep understanding of complex ideas that are relevant to students' lives; chronicles the effectiveness of specific technology-based curricula in the sciences and social studies, with a focus on history; and, suggests models and approaches for teacher professional development, including a Meaningful Learning Toolbox where teachers can co-author web-based curriculum units.
- Sales Rank: #1243192 in Books
- Published on: 2006-03-01
- Original language: English
- Number of items: 1
- Dimensions: 9.02" h x .52" w x 6.16" l, .70 pounds
- Binding: Paperback
- 232 pages
Review
"These chapters offer innovative insights for restoring meaning to learning. They show that the answer to 'How can new technologies support inquiry?' lies not in the hardware or software, but in the beliefs and values of students, teachers, and administrators. These findings are essential for anyone interested in the potential of new learning technologies." - Bertram C. Bruce, University of Illinois at Urbana-Champaign"
From the Publisher
"This book provides both practical and scholarly insights about how teachers' technology use can help students to master deep content and sophisticated skills. Practitioners, policymakers, and researchers all will benefit from the ideas in this volume."
- Chris Dede, Harvard Graduate School of Education
"These chapters offer innovative insights for restoring meaning to learning. They show that the answer to 'How can new technologies support inquiry?' lies not in the hardware or software, but in the beliefs and values of students, teachers, and administrators. These findings are essential for anyone interested in the potential of new learning technologies."
- Bertram C. Bruce, University of Illinois at Urbana-Champaign
About the Author
Robert E. Floden is professor of Teacher Education, Educational Psychology, and Measurement & Quantitative Methods at Michigan State University.
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