by Louanne Smolin & Kimberly LawlessAlthough it is clear that efforts to align teaching and learning to the
new affordances of information and communication technologies (ICT)
are necessary in order to realize their full pedagogical potential, such
reform efforts are extremely challenging, particularly for the teachers
and teacher educators who must implement them.
by Chris DedeThis chapter attempts to answer the question: If we were to redesign
education not to make historic models of schooling more efficient, but
instead to prepare students for the 21st century—simultaneously transforming
teaching in light of our current knowledge about the mind—
what types of learning environments might sophisticated ICT enable us
by Steve Jones, Camille Johnson-Yale, Francisco Seoane Pérez & Jessica SchulerThe goal of this chapter is to report key results from this research (which at this time has not yet been published) and to draw conclusions from the data that documents the differences between students’ and professors’ use of and attitudes toward Internet technologies, along with the potential impact of these
by James W. Pellegrino, Susan R. Goldman, Meryl Bertenthal & Kimberly LawlessOur goal in this chapter is to suggest a strategy for exploring the
issues surrounding the preparation of teachers to integrate technology
effectively in classrooms to support learning. We do so in the context
of our What Works and Why (WWW) project, a multiyear research
project that is attempting to examine the instructional and learning
experiences of students in eight major teacher preparation programs.
by Charalambos Vrasidas & Gene V. GlassAttempts to integrate ICT into the classroom are influenced by such
things as the availability of the necessary technology infrastructure,
support for teachers, accessible change models, teachers’ practices, curriculum
constraints, assessment practices, education policies, and professional
by Geneva D. Haertel, Barbara Means & William R. PenuelThe purpose of this chapter is to examine the ways in which technology
is transforming practices of assessment and educational decision
by Hilary GoldmannHow likely is it that most teacher candidates graduate from an institution of higher education and begin their first teaching assignment entering a classroom that is replete with the latest technology tools and digital resources and provided the necessary educational technology mentoring and support they need to master their use of these tools to enhance content and pedagogy?
by Mark WarschauerIn this chapter, I first explore five types of digital difference that impact teaching and learning, which I call school access, home access, school use, gender gap, and generation gap, and then discuss strategies that teachers and schools can use to help overcome these multiple divides.
by Sharon Tettegah, Eun Won Whang, Nakia Collins & Kona TaylorThis chapter will offer a research-based discussion on why it is
critical for teacher educators and pre-service and practicing teachers to
have the skills and knowledge to engage diversity, multicultural, and
social justice activities using technology, and how a web portal designed
with this in mind has managed to make a difference.
by Olga A. VásquezTeaching and learning in out-of-school contexts has a long history
of successfully adapting pedagogy to local and current needs of student participants. The innovative uses of technology, the flexible social organization, and the everyday relevance of out-of-school activities make these learning contexts ideal for innovation.
by Nicholas C. BurbulesQuestions of teacher authority, “coverage” of material, and the isolation of school activities from learning that takes place in other contexts (and vice versa) are all impediments to realizing the transformative potential presented by new learning technologies. The essays in this collection challenge us because they represent the problem as a systemic one: schools, higher education and professional development programs, national policy, all reinforce in each other a resistance to change. Each feels constrained by the actions of the others. No one knows where to start.