Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK."

The impact of digital technologies in education has called for teachers to be prepared to facilitate their students' learning through communication, collaboration, critical thinking, and creativity. In order to create ideal learning environments for their students, teachers must develop a more integrated knowledge for infusing digital technologies as learning tools, a knowledge referred to as TPACK. The Handbook of Research on TPACK in the Digital Age provides innovative insights into teacher preparation for the effective integration of digital technologies into the classroom. The content within this publication represents the work of online learning, digital technologies, and pedagogical strategies. It is designed for teachers, educational designers, instructional technology faculty, administrators, academicians, and education graduate students, and covers topics centered on classroom technology integration and teacher knowledge and support.

Improving Computer Science Education examines suitable theoretical frameworks for conceptualizing teaching and learning computer science. This highly useful book provides numerous examples of practical, "real world" applications of major computer science information topics, such as:

Spreadsheets
Databases
Programming

Each chapter concludes with a section that summarzies recommendations for teacher professional development. Traditionally, computer science education has been skills-focused and disconnected from the reality students face after they leave the classroom. Improving Computer Science Education makes the subject matter useful and meaningful by connecting it explicitly to students' everyday lives.

Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers' cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK.

Improving Computer Science Education examines suitable theoretical frameworks for conceptualizing teaching and learning computer science. This highly useful book provides numerous examples of practical, "real world" applications of major computer science information topics, such as: * Spreadsheets * Databases * Programming Each chapter concludes with a section that summarzies recommendations for teacher professional development. Traditionally, computer science education has been skills-focused and disconnected from the reality students face after they leave the classroom. Improving Computer Science Education makes the subject matter useful and meaningful by connecting it explicitly to students' everyday lives.

Educators agree that critical thinking should not be just another educational option, but an indispensable part of education. Yet, the debate surrounding the construct and teaching of critical thinking raises two fundamental questions, namely: (1) What are the cognitive processes that underlie critical thinking? and (2) Should the teaching of critical thinking be general or contextualized? The focus of this book will be the examination of such fundamental questions. In particular, the author undertakes an empirical investigation to (a) examine the cognitive structure of critical thinking by investigating possible relationships among critical thinking, general thinking skills, dispositions, and epistemic beliefs, and (b) investigate the effects of the General, the Infusion, and the Immersion teaching approaches on learners' critical thinking performance. The findings would be valuable to those who are interested in promoting critical thinking in their classrooms, and academics and college students who are interested in the subject of critical thinking.