Educational Technology Teacher Knowledge and Classroom Impact A Research Handbook on Frameworks and Approaches 1st Edition by Robert Ronau, Christopher Rakes, Margaret Niess ISBN 978-1609607500 1609607503
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Educational Technology Teacher Knowledge and Classroom Impact A Research Handbook on Frameworks and Approaches 1st Edition by Robert N. Ronau, Christopher R. Rakes, Margaret L. Niess- Ebook PDF Instant Download/Delivery: 978-1609607500, 1609607503
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Product details:
ISBN 10: 1609607503
ISBN 13: 978-1609607500
Author: Robert N. Ronau, Christopher R. Rakes, Margaret L. Niess
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.
Table of contents:
Section 1: Strategies for Conducting Educational Technology or Teacher Knowledge Research
Chapter 1
Teacher Knowledge for Teaching with Technology: A TPACK Lens
Margaret L. Niess, Oregon State University
Chapter 2
How Do We Measure TPACK? Let Me Count the Ways
Matthew J. Koehler, Michigan State University, USA
Tae Seob Shin, University of Central Missouri, USA
Punya Mishra, Michigan State University, USA
Chapter 3
Assessment in Authentic Environments: Designing Instruments and Reporting Results from Classroom-Based TPACK Research
Thomas C. Hammond, Lehigh University, USA
R. Curby Alexander, University of North Texas, USA
Alec M. Bodzin, Lehigh University, USA
Section 2: The Current Landscape in Educational Technology and Teacher Knowledge Research
Chapter 4
A Comprehensive Framework for Teacher Knowledge (CFTK): Complexity of Individual Aspects and Their Interactions
Robert N. Ronau, University of Louisville, USA
Christopher R. Rakes, Institute of Education Sciences, USA
Chapter 5
The TPACK of Dynamic Representations
Lynn Bell, University of Virginia, USA
Nicole Juersivich, Nazareth College, USA
Thomas C. Hammond, Lehigh University, USA
Randy L. Bell, University of Virginia, USA
Chapter 6
Overcoming the Tensions and Challenges of Technology Integration: How Can We Best Support our Teachers?
Erica C. Boling, Rutgers, USA
Jeanine Beatty, Rutgers, USA
Section 3: Examining the Role of Educational Technology and Teacher Knowledge Research in Guiding Individual, Classroom, and School Instructional Practice
Chapter 7
TPACK Vernaculars in Social Studies Research
John K. Lee, North Carolina State University, USA
Meghan M. Manfra, North Carolina State University, USA
Chapter 8
Principles of Effective Pedagogy within the Context of Connected Classroom Technology: Implications for Teacher Knowledge
Stephen J. Pape, University of Florida, USA
Karen E. Irving, The Ohio State University, USA
Clare V. Bell, University of Missouri-Kansas City, USA
Melissa L. Shirley, University of Louisville, USA
Douglas T. Owens, The Ohio State University, USA
Sharilyn Owens, Appalachian State University, USA
Jonathan D. Bostic, University of Florida, USA
Soon Chun Lee, The Ohio State University, USA
Chapter 9
A Model for Examining the Criteria Used by Pre-Service Elementary Teachers in Their Evaluation of Technology for Mathematics Teaching
Christopher J. Johnston, American Institutes for Research, USA
Patricia S. Moyer-Packenham, Utah State University, USA
Chapter 10
Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education
Joseph M. Piro, Long Island University, USA
Nancy Marksbury, Long Island University, USA
Chapter 11
A Theoretical Framework for Implementing Technology for Mathematics Learning
Travis K. Miller, Millersville University of Pennsylvania, USA
Chapter 12
Successful Implementation of Technology to Teach Science: Research Implications
David A. Slykhuis, James Madison University, USA
Rebecca McNall Krall, University of Kentucky, USA
Chapter 13
The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire™ Handheld
Irina Lyublinskaya, College of Staten Island/CUNY, USA
Nelly Tournaki, College of Staten Island/CUNY, USA
Chapter 14
Making the Grade: Reporting Educational Technology and Teacher Knowledge Research
Robert N. Ronau, University of Louisville, USA
Christopher R. Rakes, Institute of Education Sciences, USA
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Tags: Robert Ronau, Christopher Rakes, Margaret Niess, Educational Technology, Teacher Knowledge, Teacher Knowledge