Framing Research on Technology and Student Learning in the Content Areas

Implications for Educators

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Evaluation, Higher Education
Cover of the book Framing Research on Technology and Student Learning in the Content Areas by , Information Age Publishing
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Author: ISBN: 9781607528685
Publisher: Information Age Publishing Publication: November 1, 2008
Imprint: Information Age Publishing Language: English
Author:
ISBN: 9781607528685
Publisher: Information Age Publishing
Publication: November 1, 2008
Imprint: Information Age Publishing
Language: English
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 technologyenhanced 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 K12 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.
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
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 technologyenhanced 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 K12 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.

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