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A volume in Research Methods in Educational Technology Series
Editor Walter F. Heinecke, University of Virginia This book is a
result of collaboration between NTLS and SITTE. Framing Research is
targeted at individuals or small teams of educational researchers
who are interested in conducting high quality research addressing
the effects of technology-enhanced instruction on student learning.
The book summarizes and unpacks the methodologies of a variety of
research studies, each situated in the context of school subject
areas, such as science, mathematics, social studies, and
English/language arts, as well as in the contexts of reading
education, special education, and early childhood learning. Taken
together, the analyses provide guidance on the design of future
technology research grounded in student learning of K-12
curriculum. The conclusions also serve as a tool for teacher
educators seeking to prepare teachers to integrate technology
effectively in their instruction and to motivate reluctant teachers
to overcome perceived inconveniences connected with technology use.
A comprehensive picture of prominent perspectives on technology
literacy for teachers and practices in preparing teachers to become
technologically literate. The articles address such issues as the
theoretical foundations of teacher technology knowledge, and the
role of technology in teaching.
A comprehensive picture of prominent perspectives on technology
literacy for teachers and practices in preparing teachers to become
technologically literate. The articles address such issues as the
theoretical foundations of teacher technology knowledge, and the
role of technology in teaching.
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