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This edited book tells the story of the multifaceted efforts
devoted by a "future school" in Singapore-The Nan Chiau Primary
School-in shaping future learning. It documents the various
measures implemented by one primary school to improve student
learning outcomes in a technology-rich teaching and learning
environment. With the current interest in Singapore's "Masterplan
for ICT (information and communication technology) in Education,"
and the increasing focus on teaching and learning design by leading
education researchers and professionals, this well-timed book will
appeal to policy makers, educators and researchers.
This book explores, through eight chapters, how design thinking
vocabulary can be interpreted and employed in educational contexts.
The theoretical foundations of design thinking and design in
education are first examined by means of a literature review. This
is then followed by chapters that characterize design thinking
among children, pre-service teachers and in-service teachers using
research data collected from the authors' design-driven coursework
and projects. The book also examines issues associated with methods
for fostering and assessing design thinking. In the final chapter,
it discusses future directions for the incorporation of design
thinking into educational settings. Intended for teachers, teacher
educators and university instructors, this book aims to provide
them with the theoretical foundations needed to grasp design
thinking, and to provide examples of how design thinking can be
interpreted and evaluated. The materials covered will help these
groups of professionals to consider how design thinking can be
integrated into their own teaching and learning contexts. The book
will also promote a discourse between educational researchers on
the theoretical development of design thinking in educational
settings.
This volume brings together conceptualizations and empirical
studies that explore the socio-cultural dimension of new media and
its implications on learning in the 21st century classroom. The
authors articulate their vision of new-media-enhanced learning at a
global level. The high-level concept is then re-examined for
different degrees of contextualization and localization, for
example how a specific form of new media (e-reader) changes
specific activities in different cultures. In addition, studies
based in Singapore classrooms provide insights as to how these
concepts are being transformed and implemented by a co-constructive
effort on the part of researchers, teachers and students. Singapore
classrooms offer a unique environment to study the theory-practice
nexus in that they are high achieving, implicitly grounded in the
eastern cultural values and well-equipped with ICT infrastructure.
While these studies are arguably the state-of-the-art exemplars
that synergize socio-cultural and technological affordances of the
current learning environments, they also serve as improvable ideas
for further innovations. The interplay between theory and practice
lends support to the reciprocal improvements for both. This book
contributes to the continuing debate in the field, and will lead to
better learning environments in the 21st century.
This volume brings together conceptualizations and empirical
studies that explore the socio-cultural dimension of new media and
its implications on learning in the 21st century classroom. The
authors articulate their vision of new-media-enhanced learning at a
global level. The high-level concept is then re-examined for
different degrees of contextualization and localization, for
example how a specific form of new media (e-reader) changes
specific activities in different cultures. In addition, studies
based in Singapore classrooms provide insights as to how these
concepts are being transformed and implemented by a co-constructive
effort on the part of researchers, teachers and students. Singapore
classrooms offer a unique environment to study the theory-practice
nexus in that they are high achieving, implicitly grounded in the
eastern cultural values and well-equipped with ICT infrastructure.
While these studies are arguably the state-of-the-art exemplars
that synergize socio-cultural and technological affordances of the
current learning environments, they also serve as improvable ideas
for further innovations. The interplay between theory and practice
lends support to the reciprocal improvements for both. This book
contributes to the continuing debate in the field, and will lead to
better learning environments in the 21st century.
This book explores, through eight chapters, how design thinking
vocabulary can be interpreted and employed in educational contexts.
The theoretical foundations of design thinking and design in
education are first examined by means of a literature review. This
is then followed by chapters that characterize design thinking
among children, pre-service teachers and in-service teachers using
research data collected from the authors' design-driven coursework
and projects. The book also examines issues associated with methods
for fostering and assessing design thinking. In the final chapter,
it discusses future directions for the incorporation of design
thinking into educational settings. Intended for teachers, teacher
educators and university instructors, this book aims to provide
them with the theoretical foundations needed to grasp design
thinking, and to provide examples of how design thinking can be
interpreted and evaluated. The materials covered will help these
groups of professionals to consider how design thinking can be
integrated into their own teaching and learning contexts. The book
will also promote a discourse between educational researchers on
the theoretical development of design thinking in educational
settings.
This edited book tells the story of the multifaceted efforts
devoted by a "future school" in Singapore-The Nan Chiau Primary
School-in shaping future learning. It documents the various
measures implemented by one primary school to improve student
learning outcomes in a technology-rich teaching and learning
environment. With the current interest in Singapore's "Masterplan
for ICT (information and communication technology) in Education,"
and the increasing focus on teaching and learning design by leading
education researchers and professionals, this well-timed book will
appeal to policy makers, educators and researchers.
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