Buchnummer des Verkäufers
Inhaltsangabe: Updated and streamlined for easier use, TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE: A STANDARDS-BASED APPROACH, Second Edition, equips readers with the knowledge, creative and critical thinking skills, and confidence needed to become "self-directed learners" who can successfully navigate the constantly changing environment of technology integration in the classroom. Using the principles of self-directed learning as its foundation, the book aims to help readers learn to evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. The first educational technology book organized around the 2008 National Educational Technology Standards for Teachers (NETS-T) developed by the International Society for Technology in Education (ISTE), this standards-based approach provides the framework for developing, modeling, and teaching the skills and knowledge necessary for integrating technology in authentic teaching and learning. An end-of-book supplement provides examples of technology integration in practice within specific content areas, guided by the national standards that apply to each content domain. Available with InfoTrac Student Collections http://gocengage.com/infotrac.
About the Author:
Kathy Cennamo is a former elementary school teacher and is currently Professor of Instructional Design and Technology at Virginia Tech. She has a bachelor's degree in elementary education from Virginia Tech, a master's degree in educational media from the University of Arizona, and a Ph.D. in instruction technology from the University of Texas at Austin. Throughout her career, Cennamo's work has focused on the application of learning theories to the design of technology-based instructional materials. Through numerous funded projects, publications, presentations, instructional materials, and teaching activities, she has disseminated knowledge of instructional strategies based on established theories of learning. She has also explored the nature of instructional design practice so that scholars and designers alike better understand their work, and she has applied this knowledge in helping to prepare future instructional design professionals. Her research and service activities have focused on developing and sustaining a classroom culture that fosters critical and creative thinking skills in K-12 and higher education environments.
John Ross is an educational technology consultant who works with national and state leaders as well as actively helping districts and schools implement technology initiatives that support teaching and learning. Dr. Ross was a classroom teacher for ten years prior to serving as director of the Institute for Advancement of Emerging Technologies in Education and later as the director of technology for the Appalachian Regional Comprehensive Center, both funded by the U.S. Department of Education. He is the author of the best-selling book ONLINE PROFESSIONAL DEVELOPMENT. DESIGN, DELIVER, SUCCEED! (Corwin), which was selected as the book-of-the-month for July 2011 by Learning Forward (formerly the National Staff Development Council). He serves as adjunct faculty at Bethel University in Nashville, Tennessee, where he teaches the educational technology course he designed for the Masters of Education program. He holds a Ph.D. in curriculum and instruction and instructional technology from Virginia Tech.
Peg Ertmer is Professor of Learning Design and Technology in the Department of Curriculum and Instruction at Purdue University. Her scholarship focuses on the impact that student-centered instructional approaches, such as problem-based learning and case-based instruction, have on learning. In addition, she explores the interplay between teachers' beliefs and their uses of student-centered instructional practices. Dr. Ertmer earned a Ph.D. in Curriculum and Instruction from Purdue University, a master's degree in Special Education-Learning Disabilities from Cardinal Stritch College, and a bachelor's degree in Elementary Education from the University of Denver. She has co-edited three editions of the ID CASEBOOK: CASE STUDIES IN INSTRUCTIONAL DESIGN and is the founding editor of the INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING, published by Purdue University Press.
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