Transforming Learning with New Technologies - Softcover

Maloy, Robert W.; Verock, Ruth-Ellen A; Edwards, Sharon A.; Woolf, Beverly P.

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62 ratings by Goodreads

9780131596115: Transforming Learning with New Technologies

Softcover

ISBN 10: 013159611X ISBN 13: 9780131596115

Publisher: Pearson, 2010

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Interactive, organized by learning goals for teachers and students, and responsive to ISTE standards, New Teachers/New Technologies: Engaging Students, Teaching Content, Transforming Learning shows readers how to integrate computers, Internet-based technologies, and emerging Web 2.0 tools to transform teaching and learning in K-12 schools. This practical text introduces students to the multiple ways that technology can create highly interactive, inquiry-based teaching and learning experiences. It features more than 70 free (or low-cost), easy-to-use computer and Internet technologies that teachers can integrate in every aspect of their professional work-classroom instruction€”lesson planning, student assessment, curriculum development, academic research, and professional networking€”as well as Technology Transformation Lesson Plans, which show teachers how to integrate technology into classroo

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From the Back Cover:

Do you need a resource that will help you plan effective technology integration across the curriculum for today’s K-12 learners using the latest technologies? Look no further than Transforming Learning with New Technologies.

This sleekly designed text emphasizes strong instructional planning to transform and improve learning experiences by infusing the most appropriate technologies to meet the learning goals of any lesson. While modeling the integration of the most cutting edge technology, including Web 2.0 tools, this text and MyEducationKit, an online extension of the text, provide unique application opportunities as described below:

Organization by learning goals for teachers and students reflects the spirit of the newest ISTE NETS standards with chapter opening text that identifies and explains standards connections.
Technology Transformation Lesson Plans provide concrete examples of how to infuse various technologies for meaningful learning, replete with objectives, methods, assessment strategies, national subject area curriculum standards, and NETS for Students (Chs. 5-11).
Growing and Leading with Technology features present classroom scenarios drawn from actual K-12 classroom situations and provide extension activities on MyEducationKit that guide teachers following a 5-step interactive model to design technology-infused lesson plans based on the situation presented.
Real-world technology examples abound in every chapter: Connections and Possibilities features describe innovative technology projects from around the country, and Voices from the Classroom features showcase classroom-based perspectives through teacher commentary about the impact of technology on instructional practices and student learning.
Tech Tools features explore high quality, tested, easy-to-use digital tools and Web-based resources that will enhance teachers’ work, both instructionally and professionally.
MyEducationKit marginal annotations point to assignments built around video, video tutorials, podcasts, rubrics and checklists, web activities, and chapter study plans.
Your Judgment Matters features encourage readers to stop and consider how to respond to issues or questions under discussion.
Activities for Your Teacher Portfolio questions and exercises include topics for individual reflection, group dialogue, and personal writing that encourage readers to create written and visual products that may be added to an ongoing portfolio of their work as teachers.

WHAT REVIEWERS ARE SAYING:

“I love the way that best teaching practices are modeled by the design of the chapters...learning goals, focus questions, reflection. [The text] actually shows/demonstrates how to effectively teach.”

–Ashley Navarro, Seminole Community College

“I would like to adopt this textbook...Why?–the focus is on Teachers and Technology–not just another computer science textbook...The Technology Transformation Lesson Plans beginning in Chapter 5 are very valuable for me as a teacher to properly explain how to ‘successfully connect technology and instruction.’ These are also great examples of lesson plans to have the students follow when creating their individual lesson plans.

–Barbara Jones, Golden West College

About the Author:

Author Bios

Robert W. Maloy is a Senior Lecturer in the School of Education at the University of Massachusetts Amherst where he coordinates the history and political science teacher education programs and co-directs the TEAMS Tutoring Project, an outreach initiative in which University students provide academic tutoring to culturally and linguistically diverse students in public schools throughout the

Connecticut River Valley region of western Massachusetts. His research focuses on technology and educational change, teacher education, and student writing and learning. He is co-author of five books, including Ways of Writing with Young Kids: Teaching Creativity and Conventions Unconventionally, Kids Have All the Write Stuff: Inspiring Your Child to Put Pencil to Paper, The Essential Career Guide to Becoming a Middle and High School Teacher, Schools for an Information Age, and Partnerships for Improving Schools. In 2004, Robert received the University of Massachusetts President's Award for Public Service. He was awarded the Chancellor's Certificate of Appreciation for Outstanding Community Service in 1998 and 1993. He has also received the School of Education's 2004 Outstanding Teacher Award.

Ruth-Ellen Verock-O'Loughlin is a Lecturer in the Department of Teacher Education and Curriculum Studies in the School of Education at the University of Massachusetts Amherst. She coordinates Bridges to the Future, a year long masters degree/elementary and secondary teacher license program serving rural school systems in Franklin County, Massachusetts. Prior to joining the School of Education, Ruth was an elementary school classroom and reading teacher in Virginia and

Massachusetts. Her academic research focuses on new teacher education, technology in teaching, and community service learning in K-12 schools. She is co-author with Robert W. Maloy and Sharon A. Edwards of Ways of Writing with Young Kids: Teaching Creativity and Conventions Unconventionally, published in 2003 by Allyn & Bacon. She received the School of Education's Outstanding Teacher Award in 2007. She has also served as the coordinator of the 2003 University of Massachusetts/WGBY National Teacher Training Institute (NTTI) and has been an educational

researcher for the 1999-2000 Harvard University Evidence Project.

Sharon A. Edwards is a Clinical Faculty in the Department of Teacher Education and Curriculum Studies at the University of Massachusetts Amherst. She is a recently retired teacher, having taught primary grades for 32 years at the Mark's Meadow Demonstration Laboratory School in Amherst, Massachusetts. In her work as a clinical faculty member she mentors undergraduate students and graduate student interns in the Early Childhood Teacher Education, Constructivist Teacher Education, and Secondary Teacher Education Programs. Her course and workshop presentations focus on children's writing, curriculum development, instructional methods, and diversity in education. She also co-directs the University's TEAMS Tutoring Project. In 1989, Sharon was the inaugural recipient of the national Good Neighbor Award for Innovation and Excellence in Education given by the State Farm Insurance Companies and the National Council of Teachers of English for her work with young

children's writing. She received her doctor of education degree from the University of Massachusetts Amherst in 1996. She is co-author with Robert W. Maloy and Ruth-Ellen Verock-O'Loughlin of Ways of Writing with Young Kids: Teaching Creativity and Conventions Unconventionally, published in 2003 by Allyn & Bacon, and Kids Have All the Write Stuff, published in 1998 by Penguin Books.

Beverly Park Woolf is a Research Associate Professor in the Department of Computer Science at the University of Massachusetts Amherst. She holds two doctoral degrees, one in computer science and one in education. Her research focuses on building intelligent tutoring systems to effectively train, explain and advise users. Extended multimedia capabilities are integrated with knowledge about the user,

domain and dialogue to produce real-time performance support and on-demand advisory and tutoring systems. The tutoring systems use intelligent interfaces, inferencing mechanisms, cognitive models and

modifiable software to improve a computer's communicative abilities. She is the author of a 2008 book, Building Intelligent InteractiveTutors: Student-Centered Strategies for Revolutionizing e-Learning.

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