Hyperlearning: Where Projects, Inquiry, and Technology Meet

Wilhelm, Jeffrey D. And Friedemann, Paul D. With Erickson, Julie

ISBN 10: 1571100547 / ISBN 13: 9781571100542

Published by Stenhouse Publishers, York, ME, 1998

About this Item

A nice copy with only light wear.

Seller Inventory # 066396

Bibliographic Details

• Title: Hyperlearning: Where Projects, Inquiry, and Technology Meet
• Publisher: Stenhouse Publishers, York, ME
• Publication Date: 1998
• Language: English
• ISBN 10: 1571100547
• ISBN 13: 9781571100542
• Binding: Soft cover
• Edition: First Printing.
• Condition: Very Good
• Book Type: Book
• Seller catalogs:
  • General

About this title

Synopsis

"You know, before this, I thought research was like going to the library and just copying things down and then handing in a report or reading it to someone. This hypermedia stuff we're doing makes me see that research is real work and that you have to learn things from lots of angles, and you have to actually create new knowings. Like, WOW,man!"
Mike, an eighth grader

Mike is talking about documenting his learning with hypermedia, a way of presenting text in nonlinear, multimedia form on "cards" or computer screens. Graphics, photos, drawings, video, music, speech, or animation can all be included with text on cards and linked or connected to other cards through the use of "buttons." The stacks of cards containing verbal and graphic text can then be manipulated, read, and navigated in a variety of ways to explore different associations and pursue varying lines of inquiry.

Using hypermedia does not require technological expertise or a classroom full of the latest hardware and expensive software. Readily available programs like HyperCard(r) and HyperStudio(r) are self-tutoring and easy to learn and run even on the older, slower computers. This book explores how kids can be assisted to master the technology while teachers support their reading, learning, and a wide array of inquiry skills.

Through their own classroom stories and research, the authors explore how they taught hypermedia skills within the context of real and personally relevant middle school classroom projects. They found that using hypermedia:

• is motivating and effective with all students, particularly those who are labeled or considered at risk;
• makes learning visible and accountable;
• supports students in achieving better reading and writing skills, in developing ideas, in doing organized, productive research, and in applying critical standards to their work;
• is applicable in all content areas and grade levels and not tied to any one particular program or software.

Hyperlearning is for teachers, educational psychologists, curriculum developers, and technology coordinators who are seeking new ways to support the attainment of both rich conceptual learning and more powerful procedures for learning, reading, and composing. And it is particularly relevant for administrators interested in improving technology use in schools.

If you want to get immediately into hypermedia, you should checkout this link to Paul Friedemann's web site:www.nconnect.net/~frito. There you'll find a rich variety of information, including links to hypermedia sites, questions and comments on hypermedia and technology, teaching resources on the web, and much more detail about this book.

About the Author

Jeffrey D. Wilhelm and Paul D. Friedemann taught together for many years as the language arts and social studies specialists on an integrated middle school teaching team. They share an interest in teacher research, innovative teaching, and using technology to help students construct artifacts that make their learning visible and their thinking accountable. As teachers, they have worked together to experiment with how the arts and technology can help students, particularly those who are considered at-risk, to develop the basic skills, knowledge, and attitudes to become lifelong learners and productive adults.

Julie Erickson is an educational psychologist whose interests include how technology can be used to design effective classroom learning environments. She was a frequent visitor in Jeff's and Paul's classroom, examining issues in hypermedia literacy and student learning.