Academic knowledge construction and multimodal curriculum development.

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Sonst. Personen	Loveless, Douglas J. (Hrsg.)
Titel	Academic knowledge construction and multimodal curriculum development.
Quelle	Hershey: Information Science Reference (2014), XXVI, 459 S.Verfügbarkeit
Reihe	Advances in Educational Technologies and Instructional Design (AETID) Book Series
Beigaben	Illustrationen; Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9781466647978; 9781466647985 (E-Book); 9781466647992
Schlagwörter	Education, Higher; Effect of technological innovations on; Computer-assisted instruction; Educational technology; Computer network resources; Internet in education; Bildungstheorie; Bildungspraxis + Suchen Sie Ihr Suchwort? Higher education; Hochschule; Fachhochschule; Universität; Technological development; Innovation; Effects of technology; Effect; Technologische Entwicklung; Innovationsfähigkeit; Technikfolgen; Effekt; Computerunterstützter Unterricht; Unterrichtsmedien; Computer networks; Resources; Computernetz; Computernetze; Kommunikationsnetz; Betriebsmittel; Hilfsmittel; Internet; Education; Bildung; Erziehung
Abstract	Cyborgs or cyperpunks?: implications of schooling with digital technologies / Douglas J. Loveless -- Digital literacy and the emergence of technology based curriculum theories / Melissa N. Mallon & Donald L. Gilstrap -- Speed bump vs. road kill on the fiber-optic highway: teacher self-perception in the information age / Margaret E. Bérci -- Teaching and learning fused through digital technologies: activating the power of the crowd in a university classroom setting / Xiaohong Yang -- Interweaving the digital and physical worlds in collaborative project-based learning experiences / Michelle E. Jordan -- Supporting computational expression: how novices use programming primitives in achieving a computational goal / David Weintrop and Uri Wilensky -- Multimodality in pre-service teaching -- Emergent digital literacy and mobile technology: preparing technologically literate preservice teachers through a multisensory approach / Helen Mele Robinson -- Identifying the applicable nature of social media as tools for advancing preservice teachers epistemologies / Stephanie Grote-Garcia -- Multimodality in the preparation of teachers of the social studies / Margaret E. Bérci -- Building knowledge: implementing pbl and using mobile apps as an approach to learning / Samuel B. Fee -- Philosophical guidelines for the social studies: enhancing intelligence with digital tools and artifacts / Daniel W. Stuckart -- Pre-service teachers knowledge construction with technology / George Zhou & Judy Xu, -- A great leap forward? ways technology can promote or interfere with assessments of student learning / Ellery Samuels -- Digital literacies in reading education -- Fostering emergent literacy skills with technology / Pamela Sullivan & Marianne Baker -- Teaching literacy through technology in the middle school: a case study / Green -- The use of digital story expressions with adolescents to promote content area literacy / James Gentry and Laurie Mcadams -- Study skills in the digital age / Valerie J. Robnolt & Joan A. Rhodes -- Blogging and digital storytelling to create content area text sets / Pamela Sullivan and Natalie Gainer -- Preparing intermediate and secondary teachers of reading today: apprenticeship models with emerging tools / Katie Dredger -- Digital media and educational research -- A historical analysis of digital literacies / Nicholas Ng-a-Fook -- A second life in qualitative research: creating transformative experiences / Kakali Bhattacharya -- Digital icarus negotiating the (dis)advantages of video in research settings in the digital era / Dino Sossi -- Understanding students perspectives as learners through photovoice / Theresa Harris & Miemsie Steyn -- Of embodiment and ether: masculinities and negotiating an understanding of complex communities / Jim Burns -- Teaching and learning in a polymodal age of digital information / Douglas J. Loveless and Bryant Griffith. "This book presents practical conversations with philosophical and theoretical concerns regarding the use of digital technologies in the educational process, challenging the assumption that information accessibility is synonymous with learning"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2024/1/01