By Jane Hunter
Technology Integration and excessive danger Classrooms presents a clean imaginative and prescient for schooling in faculties in keeping with new study from in-depth reviews of expertise integration in exemplary lecturers’ study rooms. This well timed ebook meets the call for for extra examples of potent know-how integration through offering a brand new conceptual figuring out that builds at the renowned and hugely influential theoretical framework of technological, pedagogical and content material wisdom (TPACK).
Technology Integration and excessive probability study rooms details 4 wealthy situations experiences set in numerous contexts with scholars starting from age 6 to sixteen. each one case research articulates in very functional phrases what characterizes exemplary academics’ wisdom of know-how integration and the way that's utilized in school rooms. This hugely obtainable ebook essentially demonstrates how thought informs perform and gives new chances for studying in twenty-first-century schools.
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Additional info for Technology Integration and High Possibility Classrooms: Building from TPACK
48). Parents believed laptops made a difference to their child’s learning and teachers cited the importance of school leadership in enhancing positive beliefs about using laptops in teaching. These are positive developments. Professional bodies also play a vital role in technology integration in Australian education contexts. For instance, the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) supports research into the use of technologies for teaching and learning, and in schools, the Australian Council for Computers in Education (ACCE) conducts professional development in technology.
Dunford, J. (2012) Whole education. , & Heinecke, W. F. (2007). What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Journal of Assisted Learning, 23 (5), 440–452. Ertmer, P. , & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs and cultures intersect. Journal of Research on Technology in Education, 42 (3), 255–284. , & Romeo, G. (2013). Teaching Teachers for the future (TTF) project TPACK survey: Summary of the key findings.
5. How does education policy in the country where you live mirror or dispute the policy positions described in the education contexts in this chapter? Explain how laptops, or the interactive whiteboard, or other mobile devices have been used pedagogically by you to drive learning in a particular content area you teach? PBL or project-based learning is current in schools right now. Detail what it means to you with examples from practice or how you plan to use it in future. Do you subscribe to the notion of 21st-century learning?