Meaningful Learning with Technology

Grounded in constructivist teachings, this popular text demonstrates how teachers can use technology to engage and support meaningful learning of their students. Organized around learning processes such as inquiring, experimenting, writing, modeling, community building, communicating, designing, visualizing, and assessing,Meaningful Learning with Technology, Fourth Edition,demonstrates for the reader how learners can use different technologies for meaningful learning. Numerous examples from teachers in K-12 classrooms, give readers a clear understanding of how technology can be used with different types of students, including expanded coverage of effective technology use with young learners. All chapters now present learning objectives as well asISTE NETS for Studentsand21 st Century Skillsthat may be met through the learning activities described. The text is further strengthened by the inclusion of practical application with technologies that many teachers currently use; discussion of widely available web-based tools for learning and collaboration; and the addition ofAssessing Meaningful Teaching and Learningrubrics which give readers a tool for reflecting on their practice. Each chapter extends learning by culminating with questions and issues for readers to think about.

Jane L. Howland, Ph.D., is an Associate Teaching Professor in the School of Information Science and Learning Technologies at the University of Missouri. After teaching kindergarten and multi-age classrooms at the Stephens College Children’s School, Dr. Howland earned her doctorate in Information Science and Learning Technologies from the University of Missouri. She has developed and teaches graduate courses related to the use of learning technologies, with an emphasis on K-12 learning environments. Dr. Howland’s current work focuses on designing and evaluating online learning environments in K-12 and higher education. She has been PI on federally funded research projects related to faculty development in using and modeling technology use with preservice teachers and with K-12 teachers’ use of technology for assessing student learning.

Dr. David Jonassen is Curators’ Professor at the University of Missouri where he teaches in the areas of Learning Technologies and Educational Psychology. Since earning his doctorate in educational media and experimental educational psychology from Temple University, Dr. Jonassen has taught at the University of Missouri, Pennsylvania State University, University of Colorado, the University of Twente in the Netherlands, the University of North Carolina at Greensboro, and Syracuse University. He has published 35 books and hundreds of articles, papers, and reports on text design, task analysis, instructional design, computer-based learning, hypermedia, constructivism, cognitive tools, and problem solving. His current research focuses on the cognitive processes engaged by problem solving and models and methods for supporting those processes during learning, culminating in the book, Learning to Solve Problems: A Handbook for D e signing Pro b lem-Solving Learning Environments.

Rose M. Marra, Ph.D., is an Associate Professor at the University of Missouri in the School of Information Science and Learning Technologies. Dr. Marra teaches courses on assessment, evaluation and the design and implementation of effective online learning experiences. She holds a Masters degree in Computer Science and worked as a software engineer for AT&T Bell Laboratories before completing her Ph.D. and beginning her career in academia at Penn State University in their College of Engineering. At Penn State, she began her advocacy for and research into women and girls in STEM careers. Specific research interests include factors that influence persistence of women in STEM, women’s self-efficacy in studying and completing STEM degrees, gender differences in perceptions of STEM classroom climates, and the epistemological development of college students. Dr. Marra has been PI or Co-PI on numerous funded research projects including the Assessing Women and Men in Engineering (aweonline.org) and the National Girls Collaborative Project (http://www.psctlt.org/ngcp/).

Chapter 1: Goal of Technology Integrations: Meaningful Learning

Chapter Objectives

How Can Technology Facilitate Meaningful Learning?

Alternative Conceptions of Meaningful Technology Use

Conclusion

Things to Think About

Chapter 2: Inquiring with Technologies

Chapter Objectives

Technology Trends Supporting Inquiry

Information Gathering With Internet Resources

Using Information to Build Knowledge with Open-Ended, Student-Directed Research Projects

Collecting Data with Mobile Technologies

Finding Opinions with Online Survey Tools

Conclusion

NET Standards and 21st Century Skills

Things to Think About

Chapter 3: Experimenting with Technologies

Chapter Objectives

Learning to Reason Causally

Hypothesizing With Microworlds

Experimenting With Simulations

Venturing Into Games

Immersing Into Virtual Worlds

Conclusion

NET Standards and 21st Century Skills

Things to Think About

Chapter 4: Designing with Technologies

Chapter Objectives

Learning through Design

Drawing Design Ideas with SketchUp

Testing Designs and Building Mental Models with Simulation Software

Problem Solving Through Game and Simulation Design

Designing Music with Composition Software

Conclusion

NET Standards and 21st Century Skills

Things to Think About

Chapter 5: Communicating with Technologies

Chapter Objectives

21st Century Media Kids

Exchanging Ideas Asynchronously With Discussion Boards and VoiceThread

Exchanging Ideas Synchronously With Chats and Instant Messaging

Sharing Information with Presentation Technologies

Making Connections through Videoconferencing

Broadcasting With Podcasts and Internet Radio

Conclusion

NET Standards and 21st Century Skills

Things to Think About

Chapter 6: Community Building and Collaborating with Technologies

Chapter Objectives

What is Community?

Knowledge Building with Knowledge Forum

Co-constructing Knowledge with Wikis

Building International Communities with iEARN, Global Schoolhouse, KidLink, and ThinkQuest

Discussing Interests with Social (Educational) Networking Groups

Conclusion

NET Standards and 21st Century Skills

Things to Think About

Chapter 7: Supporting Writing with Technology

Chapter Objectives

Supporting Writing Organization, Planning and Reflection on Writing through Visualization Tools

Supporting Creative Writing and Publishing with Technology

Supporting Collaborative Writing with Technology

Supporting Peer Feedback on Writing

Conclusion

NET Standards and 21st Century Skills

Things to Think About

Chapter 8: Modeling with Technologies

Chapter Objectives

Learning by Building Models

Modeling Knowledge with Concept Maps

Modeling with Spreadsheets

Modeling Experiences with Databases

Conclusion

NET Standards and 21st Century Skills

Things to Think About

Chapter 9: Visualizing With Technologies

Chapter Objectives

What Are Visualization Tools?

Visualizing Scientific Ideas with Computers

Visualizing Mathematical Ideas with Technologies

Visualizing With Digital Cameras and Mobile Phones

Visualizing With Video

Video Modeling and Feedback

NET Standards and 21st Century Skills

Things to Think About

Chapter 10: Assessing Meaningful Learning and Teaching with Technologies

Chapter Objectives

Assessing Meaningful Learning: Authentic and Performance Assessment

Technology-Based Assessments

Assessing Performance with Technology-Based Rubrics

Assessing Growth over Time with Electronic Portfolios

Clicker Assessment Tools

Assessing Learning with Technology-Based Tests, Surveys and Assessment Items

Conclusion

NET Standards and 21st Century Skills

Things to Think About

Epilogue: Implications of Learning with Technology

Index

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Meaningful Learning with Technology

Summary

Author Biography

Table of Contents

Supplemental Materials