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The explosion of digital technologies in the 21st century provided
access to multiple robust inquiry, communication, and collaboration
applications. The enhanced capabilities provide educational
opportunities for engaging students in deeper and more thoughtful
learning. Implementation of knowledge-building communities in
educational experiences, however, requires new pedagogical
strategies that are vastly different from the predominant
teacher-directed pedagogies of the 20th century. Today's teachers
now must identify, orchestrate, and manage activities in their
content areas in ways that successfully support students through
activities such as engagement in knowledge-building communities.
Blended Online Learning and Instructional Design for TPACK:
Emerging Research and Opportunities is an essential research
publication that examines the implementation of knowledge-building
communities in educational experiences and pedagogical strategies
that encourage engagement. Highlighting topics such as active
participation, digital technologies, and online learning, this book
is geared toward educators, educational designers, researchers,
administrators, and academicians.
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.
The explosion of digital technologies in the 21st century provided
access to multiple robust inquiry, communication, and collaboration
applications. The enhanced capabilities provide educational
opportunities for engaging students in deeper and more thoughtful
learning. Implementation of knowledge-building communities in
educational experiences, however, requires new pedagogical
strategies that are vastly different from the predominant
teacher-directed pedagogies of the 20th century. Today's teachers
now must identify, orchestrate, and manage activities in their
content areas in ways that successfully support students through
activities such as engagement in knowledge-building communities.
Blended Online Learning and Instructional Design for TPACK:
Emerging Research and Opportunities is an essential research
publication that examines the implementation of knowledge-building
communities in educational experiences and pedagogical strategies
that encourage engagement. Highlighting topics such as active
participation, digital technologies, and online learning, this book
is geared toward educators, educational designers, researchers,
administrators, and academicians.
Educational technologies are vastly becoming a common-place entity
in classrooms as they provide more options and support for teachers
and students. However, many teachers are finding these technologies
difficult to use as they were never fully trained on how to utilize
it or have received little instruction on how to effectively apply
it in the classroom. Technological Pedagogical Content Knowledge
(TPACK) Framework for K-12 Teacher Preparation features
contemporary insights into a multi-year research effort that
concluded with the design and development of an online TPACK
learning trajectory. Highlighting how this development impacts the
design of professional development coursework for educators, this
publication is a critical work for in-service teachers,
researchers, and online course developers.
Recent technological innovation has altered the way educators
approach teaching and learning. These new technologies provide
countless advantages in the classroom; however, we are not yet
clear on how they should be implemented. The pedagogical value of
specific technology tools and the cumulative effects of technology
exposure over time on student learning are two areas that need to
be explored in order to better determine the effectiveness of
technology as a teaching tool. Educational Technology, Teacher
Knowledge, and Classroom Impact: A Research Handbook on Frameworks
and Approaches provides a framework for evaluating and conducting
educational technology research, sharing research on educational
technology in education content areas, and proposing structures to
guide, link, and build new structures with future research. This
book provides essential support for compiling the resulting
literature and envisioning future research directions in this area.
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