This book provides contemporary examples of the ways in which educators can use digital technologies to create effective learning environments that support improved learning and instruction. These examples are guided by multiple conceptual and methodological traditions evolving from the learning sciences and instructional technology communities as well as other communities doing important work on learning technologies. In particular, the book provides examples of technology innovations and the ways in which educators can use them to foster deep understanding, collaboration, creativity, invention, and reflection. Additional examples demonstrate the ways in which emerging mobile and networked technologies can help extend student learning beyond the confines of the classroom wall and support student-directed learning and new media literacies.
Chrystalla Mouza is an Associate Professor of Instructional Technology in the School of Education at the University of Delaware. She earned an Ed.D., M.Ed, and M.A. in Instructional Technology and Media from Teachers College, Columbia University and completed post-doctoral work at the Educational Testing Service (ETS). Her research investigates teacher learning with regard to technology, applications of technology in K-12 classrooms, and teaching and learning outcomes in ubiquitous computing environments. Her work has been supported by the National Science Foundation, the Delaware Department of Education, and ETS. Dr. Mouza is the recipient of the 2010 Distinguished Research in Teacher Education Award from the Association of Teacher Educators and former Chair of the AERA Special Interest Group, Advanced Technologies for Learning. She serves on the editorial board of the Journal of Technology and Teacher Education and provides editorial assistance to numerous journals, conferences, and book publications including the Journal of the Learning Sciences, the Annual Conference of the American Educational Research Association, and the Research Highlights in Technology and Teacher Education book series.
Nancy C. Lavigne is an Associate Professor in the School of Education at the University of Delaware. Her research focuses on students' problem solving and reasoning on tasks that require application of statistical knowledge, and using the research on students' thinking to design environments that foster and enhance learning in STEM. She is a member of the International Society for the Learning Sciences, the American Educational Research Association, and the National Council of Teachers of Mathematics. She received her M.A., and Ph.D. degrees in Educational Psychology at McGill University in Montréal, Québec, Canada and conducted post-doctoral work at the Learning, Research, and Development Center (LRDC) at the University of Pittsburgh
