Bøker i Technology, Education-Connections (The TEC Series)-serien

Renowned cognitive scientist Allan Collins proposes a school curriculum that will fit the needs of our modern era. Examining how advances in technology, communication, and the dissemination of information are reshaping the world, Collins offers guidelines to help schools foster flexible, self-directed learners who will succeed in the global workplace.

Explores how technology can contribute to meaningful learning, achieving deep understanding of complex ideas that are relevant to students' lives. This work chronicles the effectiveness of specific technology-based curricula in the sciences and social studies; and suggests models and approaches for teacher professional development.

Synthesizes research on the methods and models for designing coherent science instruction. Arising from the National Science Foundation-funded Delineating and Evaluating Coherent Instructional Designs for Education (DECIDE) project, this volume combines the insights of researchers from two Centers for Teaching and Learning.

The digital revolution has hit education, with more and more classrooms plugged into the whole wired world. But are schools making the most of new technologies? This book argues that the knowledge revolution has transformed our jobs, our homes, our lives, and therefore must also transform our schools.

Illuminates the useful work behind the scenes in building successful online communities and scaffolding site interactions, including content selection, creation and management, administrative structures, tools and interactive functionalities, the facilitation of discourse and emergent sub-communities, and the development of online leadership.

Shares the lessons learned by a large community of educational researchers and science teachers as they designed, developed, and investigated a fresh technology-enhanced learning environment known as WISE: The Web-based Inquiry Science Environment.

Tells the story of a group of teachers that engaged in inquiry about their own practice in order to support inquiry learning in their students.

With federal and local demands for increased accountability, educators are expected to acquire the necessary skills and knowledge to be effective data users and decision makers. This book explores how educators actually use data and technology tools to achieve lasting improvement in student performance.

How can we use new technology to support and educate the science leaders of tomorrow? This unique book describes the design, development, and implementation of an effective science leadership program that promotes collaboration among scientists and science educators, provides authentic research experiences for educators, and facilitates adaptation and evaluation of these experiences for students in secondary and post-secondary classrooms. The information technology used focuses on visualization, simulation, modeling, and analyses of complex data sets. The book also examines program outcomes, including analyses of resulting classroom implementation and impacts on science and education faculty, graduate students, and secondary science teachers and their students. Contributors: Gillian Acheson, Ruth Anderson, Lawrence Griffing, Bruce Herbert, Margaret Hobson, Cathleen C. Loving, Karen McNeal, Jim Minstrell, George M. Nickles, Susan Pedersen, Carol Stuessy, and X. Ben Wu.