Teaching with Technology: New Contexts for WAC

As this critical level of the taxonomy, technology integration provides for “teaching with technology.” In the previous chapter, infused technologies centered on learning. At level 5.0, the focus is on “creating new technology-based materials by combining various technologies to teach.” Within an effective educational setting, technology becomes an enabling tool for teaching and takes many forms at this level of the taxonomy. A prime function of integrated technologies is to provide learners with knowledge of specific subject areas. Traditionally, students learn from technologies used as delivery tools to communicate messages just as they learn from teachers. But at this level of the taxonomy, learners will create “new technology-based materials, combining otherwise disparate technologies to teach.”

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Developing Teacher Knowledge About Gamification as an Instructional Strategy

Gamification in Education ◽

10.4018/978-1-5225-5198-0.ch013 ◽

2018 ◽

pp. 227-255

Author(s):

Candace Figg ◽

Kamini Jaipal-Jamani

Keyword(s):

Higher Education ◽

Instructional Strategy ◽

Learning Preferences ◽

Methods Course ◽

Digital Learning ◽

Teaching With Technology ◽

Pedagogical Content ◽

Design Based Research ◽

Digital Learners ◽

Technology Educators

There is a need for teachers and higher education faculty to develop knowledge about instructional strategies that engage digital learners and accommodate digital learning preferences in order to deliver instruction that digital learners perceive as relevant. This chapter discusses how gamification can be used in higher education as an instructional strategy to meet the needs of the digital learner. Findings from a design-based research study of how gamification was used in a Teacher Education technology methods course, to engage pre-service teachers in activities that develop Technological Pedagogical Content Knowledge (TPACK) (knowledge about teaching with technology) (Mishra & Koehler, 2006), are discussed. The findings provide guidance for teachers and technology educators on how to design courses incorporating gamification as an instructional strategy appropriate for meeting the needs of digital learners. Issues concerning design and implementation as it influenced student engagement and learning are highlighted, and recommendations are made for course development.

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An Interdisciplinary Exploration of the Climate Change Issue and Implications for Teaching STEM Through Inquiry

K-12 STEM Education ◽

10.4018/978-1-5225-3832-5.ch047 ◽

2018 ◽

pp. 1008-1030

Author(s):

Michael J. Urban ◽

Elaine Marker ◽

David A. Falvo

Keyword(s):

Climate Change ◽

Human Population ◽

Limiting Factors ◽

Time Constraints ◽

Teaching With Technology ◽

Climate Change Issue ◽

Inquiry Approach ◽

Post Test ◽

Education Today ◽

And Mathematics

The importance of science, technology, engineering, and mathematics (STEM) disciplines, and teaching through an inquiry approach, are critical facets in education today. The purpose of this chapter is to share useful observations and recommendations about teaching STEM through inquiry for practicing teachers. Three cases are used to collect data about participant interactions with an interdisciplinary activity related to climate change, human population growth, and atmospheric pollution (e.g., greenhouse gases and smog). Fifty-five participants, most of whom were pre-service teachers, completed a technology-rich activity, post-test assessment, and survey about the experience. The findings discussed include research results, the perspectives of the facilitating instructor, and recommendations for teaching technology-laden investigations through an inquiry approach. In general, the challenges related to teaching with technology and time constraints were found to be significant limiting factors in the success of inquiry-based teaching in STEM.

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New Technologies, New Horizons

Student Reactions to Learning with Technologies ◽

10.4018/978-1-61350-177-1.ch002 ◽

2011 ◽

pp. 23-41

Author(s):

Hiller A. Spires ◽

Meixun Zheng ◽

Manning Pruden

Keyword(s):

Social Network ◽

Social Network Analysis ◽

Graduate Students ◽

Network Analysis ◽

New Technologies ◽

Interaction Patterns ◽

Teaching With Technology ◽

Graduate Course ◽

Pedagogical Content ◽

New Horizons

The purpose of this chapter is to present graduate students’ views of their Technological Pedagogical Content Knowledge (TPACK) development. These graduate students are also teachers. Data was collected using a mixed method approach founded on the TPACK Framework and social network analysis. Koehler and Mishra (2006) claim that effective teaching with technology requires TPACK, or an ability to integrate content, pedagogy and technology flexibly during the act of teaching. As part of a graduate course on new literacies and media, participants were required to design and implement lessons that incorporated a range of technologies, produce written reflections about their experiences, and engage in online interactions with participants in the class. Qualitative results from participants’ written reflections revealed four themes relative to TPACK. Additionally, a social network analysis demonstrated a positive relationship between participants’ views on their TPACK development and their interaction patterns within the online learning environment. This study shows that the TPACK framework can be a useful tool, giving educators a productive way to think about technology integration as they navigate the rapid changes prompted by emerging technologies.

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An Interdisciplinary Exploration of the Climate Change Issue and Implications for Teaching STEM through Inquiry

Cases on Inquiry through Instructional Technology in Math and Science - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-0068-3.ch019 ◽

2012 ◽

pp. 523-550

Author(s):

Michael J. Urban ◽

Elaine Marker ◽

David A. Falvo

Keyword(s):

Climate Change ◽

Human Population ◽

Limiting Factors ◽

Time Constraints ◽

Teaching With Technology ◽

Climate Change Issue ◽

Inquiry Approach ◽

Post Test ◽

Education Today ◽

And Mathematics

The importance of science, technology, engineering, and mathematics (STEM) disciplines, and teaching through an inquiry approach, are critical facets in education today. The purpose of this chapter is to share useful observations and recommendations about teaching STEM through inquiry for practicing teachers. Three cases are used to collect data about participant interactions with an interdisciplinary activity related to climate change, human population growth, and atmospheric pollution (e.g., greenhouse gases and smog). Fifty-five participants, most of whom were pre-service teachers, completed a technology-rich activity, post-test assessment, and survey about the experience. The findings discussed include research results, the perspectives of the facilitating instructor, and recommendations for teaching technology-laden investigations through an inquiry approach. In general, the challenges related to teaching with technology and time constraints were found to be significant limiting factors in the success of inquiry-based teaching in STEM.

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