Meaningful Learning With Technology - Couverture souple

Learn how teachers can use different technologies to engage and support meaningful student learning. Meaningful Learning with Technology, Fourth Edition, grounded in constructivist teaching, is organized around learning processes such as inquiring, experimenting, writing, modeling, community building, communicating, designing, visualizing, and assessing. Numerous examples from teachers in K-12 classrooms, offer a clear understanding of how technology can be used with all students across grade levels.

    • Gain an understanding of major educational technology and learning standards

        through the review and discussion of three alternative conceptions and standards

        for meaningful learning: ISTE NETS, 21st Century Skills, and Technological

        Pedagogical Content Knowledge (TPACK).

    • See practical examples of how various types of learning activities can align

        with NETS and 21st Century Skills in every chapter.

    • Identify critical issues involved with information literacy and learn effective

        ways to provide support through an expanded section on information literacy

        skills.

    • See how the most current technologies can enable teaching and learning

        through a strong focus on social educational networking and Web 2.0 tools

        for learning and collaboration.

       • Assessing Characteristics of Meaningful Learning rubrics provide teachers

          with practical tools they need to begin analyzing and assessing the quality of

          their teaching.

      • Examples given to support the learning technologies described in the text

        have been updated to feature more primary grade elementary students’

        meaningful learning with technology.

    • An increased emphasis on high quality, practical application of technologies

        that many teachers currently have available and use for instruction, such as

        interactive whiteboards, PowerPoint, and more, offers readers ideas that can

        be directly applied in the classroom.

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 Designing Problem-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/).