Overview
- Seeks to provide effective models of technology-based research that is driven by contemporary theories and methodologies
- Brings together research and development efforts on learning technologies
- Includes supplementary material: sn.pub/extras
Part of the book series: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies (LSIS)
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Keywords
Table of contents (18 chapters)
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Technologies that Support Learning to Understand and Create
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Technologies that Support Learning by Collaboration
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Technologies that Support Anytime, Anyplace Learning
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Technologies that Support Learning by Gaming
Reviews
From the reviews:
“This book will be an asset to educators from high schools to universities. It should also be of interest to researchers wishing to communicate new research findings.” (Soubhik Chakraborty, Computing Reviews, September, 2013)Editors and Affiliations
About the editors
Nancy C. Lavigne is an Associate Professor in the School of Education at the University of Delaware. Her research focuses on students’ problem solving and reasoning on tasks that require application of statistical knowledge, and using the research on students’ thinking to design environments that foster and enhance learning in STEM. She is a member of the International Society for the Learning Sciences, the American Educational Research Association, and the National Council of Teachers of Mathematics. She received her M.A., and Ph.D. degrees in Educational Psychology at McGill University in Montréal, Québec, Canada and conducted post-doctoral work at the Learning, Research, and Development Center (LRDC) at the University of Pittsburgh.
Chrystalla Mouza is an Associate Professor of Instructional Technology in the School of Education at the University of Delaware. She earned an Ed.D., M.Ed, and M.A. in Instructional Technology and Media from Teachers College, Columbia University and completed post-doctoral work at the Educational Testing Service (ETS). Her research investigates teacher learning with regard to technology, applications of technology in K-12 classrooms, and teaching and learning outcomes in ubiquitous computing environments. Her work has been supported by the National Science Foundation, the Delaware Department of Education through the Higher Education Component of No Child Left Behind, and ETS. Dr. Mouza is the recipient of the 2010 Distinguished Research in Teacher Education Award from the Association of Teacher Educators and former Chair of the AERA Special Interest Group, Advanced Technologies for Learning. She serves on the editorial board of the Journal of Technology and Teacher Education and provides editorial assistance to numerous journals, conferences, and book publications including the Journal of the Learning Sciences, the Annual Conference of the AmericanEducational Research Association, and the Research Highlights in Technology and Teacher Education book series.
Chrystalla Mouza is an Associate Professor of Instructional Technology in the School of Education at the University of Delaware. She earned an Ed.D., M.Ed, and M.A. in Instructional Technology and Media from Teachers College, Columbia University and completed post-doctoral work at the Educational Testing Service (ETS). Her research investigates teacher learning with regard to technology, applications of technology in K-12 classrooms, and teaching and learning outcomes in ubiquitous computing environments. Her work has been supported by the National Science Foundation, the Delaware Department of Education through the Higher Education Component of No Child Left Behind, and ETS. Dr. Mouza is the recipient of the 2010 Distinguished Research in Teacher Education Award from the Association of Teacher Educators and former Chair of the AERA Special Interest Group, Advanced Technologies for Learning. She serves on the editorial board of the Journal of Technology and Teacher Education and provides editorial assistance to numerous journals, conferences, and book publications including the Journal of the Learning Sciences, the Annual Conference of the American Educational Research Association, and the Research Highlights in Technology and Teacher Education book series.
Bibliographic Information
Book Title: Emerging Technologies for the Classroom
Book Subtitle: A Learning Sciences Perspective
Editors: Chrystalla Mouza, Nancy Lavigne
Series Title: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies
DOI: https://doi.org/10.1007/978-1-4614-4696-5
Publisher: Springer New York, NY
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media New York 2013
Hardcover ISBN: 978-1-4614-4695-8Published: 07 November 2012
Softcover ISBN: 978-1-4899-9548-3Published: 13 December 2014
eBook ISBN: 978-1-4614-4696-5Published: 07 November 2012
Series ISSN: 2512-1715
Series E-ISSN: 2512-1723
Edition Number: 1
Number of Pages: XVIII, 306
Topics: Educational Technology, Computers and Education, Developmental Psychology, Learning & Instruction