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Teaching with Technology Designing Opportunities to Learn (with InfoTrac)

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ISBN-10: 0534603092

ISBN-13: 9780534603090

Edition: 2nd 2003 (Revised)

Authors: Priscilla Norton, Karin M. Wiburg

List price: $171.95
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The distinctive characteristic of TEACHING WITH TECHNOLOGY, Second Edition is its clear correlation between theory and practice. This text focuses on ways to use technology to foster learning in K-12 classrooms, instead of presenting the mechanics of computer operation. Norton and Wiburg's chapters are not based on computer applications; they are based instead on how technology can support student acquisition of literacy, content knowledge, problem-solving, participating in communities, and student utilization of information and systems of assessment.
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Book details

List price: $171.95
Edition: 2nd
Copyright year: 2003
Publisher: Wadsworth
Publication date: 7/23/2002
Binding: Paperback
Pages: 312
Size: 7.25" wide x 9.00" long x 0.50" tall
Weight: 1.034
Language: English

Dr. Karin M. Wiburg is Associate Dean for Research at New Mexico State University and continues to spend one quarter of her time involved in research related to mathematics education and closing the achievement gap on the border She was a professor of curriculum and learning technologies in the C&I Department in the College of Education (COE) at NMSU since 1994. Prior to that she taught in higher education in California and served as Coordinator of the Technology Consortium at the San Diego county office. She also spent 13 years as a teacher and administrator in the Seattle Public Schools in areas related to math, technology and reading. nbsp; nbsp;She has been involved in distance…    

An Introductory Note to Readers
Today's Technological Challenges
Socrates' Tale
Technology's Place in Education
Today's Technology Users
Realizing Technology's Promise
Chapter Ideas
Designing Opportunities for Learning
The Efficiency Model of Learning
The Efficiency Model and Designs for Learning
Integrated Learning Systems: A Case Study
Questioning the Efficiency Model
Learning in School and Learning Outside of School
Rethinking the Design of Learning Opportunities: Two Important Ideas and an Educational Dilemma
A View of Intelligence
Constructivist Learning
An Educational Dilemma
Six Guiding Questions
Chapter Ideas
The FACTS of Design
The Teacher as Designer
The FACTS of Design
What Foundations of Learning Do Today's Students Most Need to Learn?
What Activities Should Designers Choose to Ensure that Students Become Actively Engaged in Learning Through Construction?
What Contents, Ideas, and/or Concepts Afford a Context for Student Learning?
What Tools Might a Designer Choose to Best Support and Enhance Student Learning?
What System of Assessment Might a Designer Construct to Appropriately Assess Student Learning?
How Might Learning Environments be Constructed to Complement the Overall Learning Design?
The FACTS Web-Based Design Tool
Design Mentors
Design Challenges
Design Examples
Create Your Own Design
Chapter Ideas
Designs for Knowledge
Ways of Knowing
Learning and the Disciplines
Knowledge of Structure and Process: Content as Vehicle
Learning about Structures
Learning about Processes: Doing the Disciplines
Discourse and The Disciplines
Discourse and the Electronic Technologies
Expository Discourse and the Disciplines
Combining Expository Discourse and Teaching Disciplinary Structures
Narrative Discourse and the Disciplines
Narrative Discourse and Learning Disciplinary Structures
Chapter Ideas
Designs for Problem Solving
Inside the Black Box
Information Extending Processes
Information Rearranging Processes
Thinking about Thinking: Metacognition
Putting the Problem at the Center
Anchored Instruction
Problem-Based Learning
Solving Content-Specific Problems: The ABCS of Activity
A is for Authentic Activities
B is for Building Knowledge Activities
C is for Constructing Activities
S is for Sharing Activities
Chapter Ideas
Designs for Literacy
Defining Literacy
Literacy at the Denotative Level
Literacy at the Connotative Level
An Expanded Definition of Literacy
Designing Opportunities to Learn Literacy
Literacy as Symbolic Competence
Literacy as Cognitive Strategies
Literacy and Discourse Forms
Communicating with Symbols
Chapter Ideas
Designs for Using Information
The Electronic Study
Today's Information Environment
The Information Explosion and Information Overload
Educators' Challenge
Meeting the Challenge: Two Considerations
Becoming Information Users--SSCC
Searching for Information
Sorting and Judging Information
Creating and Communicating
Bringing It All Together
Information and the Virtual Classroom
Chapter Ideas
Designs for Community
Communities of Learners
Attributes of Communities
Cognition and Community
Technology in Diverse Classrooms
Students of Lower Socioeconomic Status
Minority Students
Questions of Equity
Tapping Funds of Knowledge
Learning in Collaborative and Cooperative Communities
Cooperative Learning
Collaborative Learning
Learning in Democratic Communities
Learning in Virtual Communities
Designing Virtual Online Learning Communities
Chapter Ideas
Designing Systems of Assessment
The Evaluation of an Innovation
Traditional Assessment Practices
The Alternative Assessment Movement
Aligning Instruction, Curriculum, and Assessment
Putting Teachers at the Center of Assessment
Alternative Assessment Strategies
Using Rubrics for Assessment
Using Portfolios for Assessment
Creating Electronic Portfolios
Expanding Assessment Audiences
Creating New Knowledge and Publishing Students' Work
Technology and Alternative Assessment
Recording and Observing Process
New Interpretive Tools
Chapter Ideas
Designing Learning Environments
Learning Environments Are Instructional Strategies
Constructing Learning Environments
Designing Places to Learn
Intellectual Learning Environments
Selecting Appropriate Intellectual Learning Environments
The Environment as a Climate of Values
The Values Environment
Exploring Three Schoolwide Learning Environments
Chapter Ideas