Learning With Technology

The use of information and communications technology (ICT) in education is leading to fundamental changes in traditional learning and teaching practices. Increased use of electronic libraries and databases, multimedia courseware and computer-mediated communication is giving rise to an entirely new educational experience, that is prompting educators to assess the potential for improved and enriched learning and teaching models. Learning and Teaching with Technology explores the creative opportunities offered by ICT, and provides an authoritative, rigorous survey of the ways in which ICT is curr.

This book discusses learning and teaching with modern technology in the new knowledge society. It focuses specifically on new literacy and technology in classroom environments. Based on a social-constructivist approach, this book covers a wide range of new technology use examples, such as participatory media, video recording systems and 3D computer graphics. A case study on a constructivist approach to teaching and learning, especially CSCL (computer supported collaborative learning), is discussed from a practical perspective for educators. It also includes specific in-class practices with detailed accounts of curricula featuring readily accessible yet new technology available for classroom use, such as Google Sketchup 3D computer models.

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. The author has written a new and unique text for courses in Computers in Education or Instructional Media and Technology. The purpose of this text is to address what technology teachers should know and be able to do, but the focus is on learners and learning rather than on the technology itself. The book is unique in that it presents the students’ learning goals first rather than the technology tool, thereby focusing on the learner and the learning rather than the technology. The examples throughout the chapters present ideas for tasks that can be completed with a variety of tools rather than one specific tool that teachers may not have access to. Each chapter includes a brief summary of research from educational technology, learning theory, and other areas to build a foundation for chapter examples and activities. The chapters also include examples for learning in a variety of contexts and content areas and can be applied easily to teaching other ideas and subjects. A unique chapter (Chapter 9) on teacher productivity helps support future educators in their everyday tasks. The book illustrates what technology-enhanced learning can be like today and prepares teachers and administrators for what may come tomorrow. Some of the pedagogical features in the book include: Cases–These appear at the beginning of each chapter and provide a framework for the chapter discussion that follows. ~These cases are compelling snapshots from real classrooms that help students to connect educational concepts to the real world. ~Related questions within and at the end of each chapter encourage the reader to think critically about the material and its related application to the classroom. Meet the Needs of Today’s Students feature–Each chapter contains margin notes to help the readers address the learning needs of ALL students including those with diverse needs and English Language Learners. Meeting the Standards feature–This feature shows how the National Educational Technology Standards connect to the learning goal of each chapter. ~Additional state standards are listed on the book’s companion website. Tool CloseUp feature–These boxes explore the features of technology tools discussed in the chapter in more detail. Learning Activities feature–Provide opportunities to apply the chapter’s guidelines and technology tool discussions to a variety of learning activities related to all grade levels and content areas.

This custom edition is published for Murdoch University.

For many, digitalization is the key to revolutionizing education. But what do we know about its impact on the learning process? What benefits are on offer and what are the risks? What are the consequences for educational interventions? Putting Learning Before Technology! discusses these questions and more in a thorough exploration of the use of technology in educational settings. Central to the author's argument is that digitalization as a sole and structural measure will bring little benefit and that the teachers who bring lessons to life are much more important. Features of the book include: evidence from Visible Learning research to scientifically frame the effectiveness and pitfalls of technology in the classroom; real-life classroom examples; graphics to clearly illustrate key concepts and studies. This book is a fascinating analysis of the impact, possibilities, and limits of the use of technology within education, and will appeal to teachers and teacher-trainers in any setting or country.

Technologies, such as artificial intelligence and augmented and mixed reality, continue to be implemented to support the process of teaching and learning. However, technological advances and new applications should not be seen as a replacement for the requisite consideration of proper needs analysis, instructional design, and educational philosophy within courses or training; rather it should serve as an enabler to allow faster and more open access to learning for individuals. Educational Technology and the New World of Persistent Learning provides innovative insights into technology integration methods within classroom settings including how they can empower students and how they can be used in the creation of dynamic learning experiences. The content within this publication examines e-learning, robotics, and tutoring systems and is designed for academicians, educators, principles, administrators, researchers, and students.

Culture, Learning, and Technology: Research and Practice provides readers with an overview of the research on culture, learning, and technology (CLT) and introduces the concept of culture-related theoretical frameworks. In 13 chapters, the book explores the theoretical and philosophical views of CLT, presents research studies that examine various aspects of CLT, and showcases projects that employ best practices in CLT. Written for researchers and students in the fields of Educational Technology, Instructional Design, and the Learning Sciences, this volume represents a broad conceptualization of CLT and encompasses a variety of settings. As the first significant collection of research in this emerging field of study, Culture, Learning, and Technology overflows with new insights into the increasing role of technology use across all levels of education.