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Summary:
Grounded in constructivist teachings, this book will help teachers demonstrate ways that technology can be used to engage and support meaningful learning. Much different than the last edition, the 3rd edition of this popular text is now organized around learning processes that engage and support different learning activities such as investigating, exploring, writing, modeling, community buildiing, communicating, designing, visualizing, and assessing. Rather than the reader learning how to use specific technologies this book demonstrates for the reader how learners can use different technologies for meaningful learning. PreK-12 preservice & Inservice teachers
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An Educational Paradigm Shift
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This book concludes by explaining how technology is changing the roles of teachers and students as systems continue evolving. It is not uncommon for students to be so technologically savvy that they are on par or better skilled at using emerging technology than teachers. In the new paradigm, teachers realistically serve as "artibers" of knowledge, helping students to seek meaningful learning experiences through a less structured curriculum. The role of the student shifts,in that greater responsibility rests with the individual seeking to maximize learning opporutunities. We're reminded that any time the potential for reward exists, there is risk and such is the case in this emerging paradigm.
Early in the book, the authors make their case, stating, "rather than abstracting ideas in rules that are memorized and then applied to other canned problems, learning should be embedded in real-life, useful contexts for learners to practice using those ideas" (p. 4). A distinction between learning with technology as opposed to learning from it is discussed.
This book is filled with examples of how this paradigm if being implemented in myriad disciplines. It is well-documented and easy to read. This is a timely contribution to an ever-emerging field of inquiry.
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