The Reciprocal Relationship between Technology and Psychology

Autor/inn/en	Terry, Laura; Mishra, Punya; Henriksen, Danah; Wolf, Leigh Graves; Kereluik, Kristen
Titel	The Reciprocal Relationship between Technology and Psychology
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 57 (2013) 3, S.34-39 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-013-0660-2
Schlagwörter	Prior Learning; Teaching Methods; Curriculum Design; Masters Degrees; Educational Research; Learning Theories; Educational Psychology; Teacher Leadership; Teacher Education Programs; Curriculum Implementation; Pedagogical Content Knowledge; Educational Theories; Instructional Design; Educational Technology; Computer Uses in Education; Michigan + Suchen Sie Ihr Suchwort? Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Bildungsforschung; Pädagogische Forschung; Learning theory; Lerntheorie; Erziehungspsychologie; Pädagogische Psychologie; Lehrerfunktionsstelle; Pädagogische Kompetenz; Educational theory; Theory of education; Bildungstheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computernutzung
Abstract	This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical impetus and design-based implications for learning how to teach with technology in effective and creative ways. Students in this group usually come in with some prior knowledge of educational theory, as well as some experience of working with classroom technologies. We intentionally build upon this prior knowledge, to take it to the next level of a more sophisticated TPACK-oriented understanding of learning in technology-driven contexts. Our year 2 courses move classical educational psychology theories of learning, along with educational research issues, squarely into the modern context of educational technology and teacher leadership. Our curriculum design focuses centrally on making meaningful experiences for teachers around technology, and helping them develop the knowledge and skills to create such experiences for their students. Our goal is to develop teachers who see themselves as flexible designers of learning experiences through the creative re-purposing of existing technologies. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10