Emerging Technologies for the Classroom

1. Front Matter

   Pages i-xvii

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2. Introduction to Emerging Technologies for the Classroom: A Learning Sciences Perspective

   • Chrystalla Mouza, Nancy C. Lavigne

   Pages 1-12

3. Technologies that Support Learning to Understand and Create

   1. Front Matter

      Pages 13-13

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   2. Curricular Activity Systems Supporting the Use of Dynamic Representations to Foster Students’ Deep Understanding of Mathematics

      • Phil Vahey, Jennifer Knudsen, Kenneth Rafanan, Teresa Lara-Meloy

      Pages 15-30

   3. Dynabooks: Supporting Teachers to Engage All Learners in Key Literacies

      • Jeremy Roschelle, Susan Courey, Charles Patton, Elizabeth Murray

      Pages 31-46

   4. Teaching Engineering Design with Digital Fabrication: Imagining, Creating, and Refining Ideas

      • Jennifer L. Chiu, Glen Bull, Robert Q. Berry III, William R. Kjellstrom

      Pages 47-62

   5. Professional Development Programs for Teaching with Visualizations

      • Libby Gerard, Ou Lydia Liu, Stephanie Corliss, Keisha Varma, Michele Spitulnik, Marcia C. Linn

      Pages 63-78

4. Technologies that Support Learning by Collaboration

   1. Front Matter

      Pages 79-79

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   2. Networked Technologies for Fostering Novel Forms of Student Interaction in High School Mathematics Classrooms

      • Tobin White

      Pages 81-92

   3. Supporting Collaborative Knowledge Construction with Web 2.0 Technologies

      • James D. Slotta, Hedieh Najafi

      Pages 93-112

   4. Networked Technologies to Foster Students’ Collaboration and Reflection

      • Eleni A. Kyza

      Pages 113-126

   5. Like, Comment, Share: Collaboration and Civic Engagement Within Social Network Sites

      • Christine Greenhow, Jiahang Li

      Pages 127-141

5. Technologies that Support Anytime, Anyplace Learning

   1. Front Matter

      Pages 143-143

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   2. The Role of One-to-One Computing in the Education of at-Risk High-School Students

      • Chrystalla Mouza, Albert Cavalier

      Pages 145-159

   3. Virtual Middle School Courses to Support Anytime, Anyplace Learning

      • Cathy Cavanaugh, Feng Liu

      Pages 161-174

   4. The Potential of Mobile Technologies to Connect Teaching and Learning Inside and Outside of the Classroom

      • Mark van’t Hooft

      Pages 175-186

   5. Mobile Media Learning: Ubiquitous Computing Environments for the Mobile Generation

      • Kurt D. Squire

      Pages 187-202

6. Technologies that Support Learning by Gaming

   1. Front Matter

      Pages 203-203

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   2. Design Principles for Creating Educational Virtual Worlds

      • Brian C. Nelson, Diane Jass Ketelhut, Younsu Kim, Cecile Foshee, Kent Slack

      Pages 205-222

   3. Narrative-Centered Learning Environments: A Story-Centric Approach to Educational Games

      • James C. Lester, Jonathan P. Rowe, Bradford W. Mott

      Pages 223-237

This book provides contemporary examples of the ways in which educators can use digital technologies to create effective learning environments that support improved learning and instruction. These examples are guided by multiple conceptual and methodological traditions evolving from the learning sciences and instructional technology communities as well as other communities doing important work on learning technologies. In particular, the book provides examples of technology innovations and the ways in which educators can use them to foster deep understanding, collaboration, creativity, invention, and reflection. Additional examples demonstrate the ways in which emerging mobile and networked technologies can help extend student learning beyond the confines of the classroom wall and support student-directed learning and new media literacies.

• Digital Technologies
• Instructional Technology communities
• Learning Sciences
• Teacher Learning
• Technology Innovations
• learning and instruction

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)

• , School of Education, University of Delaware, Newark, USA

  Chrystalla Mouza, Nancy Lavigne

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.

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