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Volume 109, Number 14 (2007)

 
by Louanne Smolin & Kimberly Lawless
Although 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.
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by Chris Dede
This 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 to create?
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by Steve Jones, Camille Johnson-Yale, Francisco Seoane Pérez & Jessica Schuler
The 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 differences.
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by James W. Pellegrino, Susan R. Goldman, Meryl Bertenthal & Kimberly Lawless
Our 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.
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by Charalambos Vrasidas & Gene V. Glass
Attempts 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 development.
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by Geneva D. Haertel, Barbara Means & William R. Penuel
The purpose of this chapter is to examine the ways in which technology is transforming practices of assessment and educational decision making.
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by Hilary Goldmann
How 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?
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by Mark Warschauer
In 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.
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by Sharon Tettegah, Eun Won Whang, Nakia Collins & Kona Taylor
This 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.
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by Olga A. Vásquez
Teaching 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.
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by Nicholas C. Burbules
Questions 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.
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