Faculty Books and Book Chapters
-
New technologies, learning systems and communication: Reducing complexity in the educational system
Helle Mathiasen and Lynne Schrum
The earliest educational software simply transferred print material from the page to the monitor. Since then, the Internet and other digital media have brought students an ever-expanding, low-cost knowledge base and the opportunity to interact with minds around the globe?while running the risk of shortening their attention spans, isolating them from interpersonal contact, and subjecting them to information overload.
The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media?a diverse range of viewpoints with little consensus?this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities. Accordingly, the emphasis is on strategies that maximize the strengths and compensate for the negative aspects of digital learning, including:
- Group cognition as a foundation for learning
- Metacognitive control of learning and remembering
- Higher education course development using open education resources
- Designing a technology-oriented teacher professional development model
- Supporting student collaboration with digital video tools
- Teaching and learning through social annotation practices
The New Science of Learning: Cognition, Computers and Collaboration in Education brings emerging challenges and innovative ideas into sharp focus for researchers in educational psychology, instructional design, education technologies, and the learning sciences.
-
Distance education: Definition and glossary of terms
Lee Ayers Schlosser, Michael R. Simonson, and Terry L. Hudgins
Distance education is defined as institution-based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors. This definition is expanded on in the 2009 yearbook of the Encyclopaedia Britannica, which validates this definition of the field. Distance Education: Definition and Glossary of Terms, 3rd Edition is unique in that it packages the terms together under one cover making this rapidly advancing complex topic easier to comprehend. The book addresses the complexities of terminology used in the field of distance education. In a time where distance education is becoming widely utilized across the globe, this at-a-glace approach makes it easier than ever to respond to the growing demand and questions about this subject matter.
-
Considerations on Technology and Teachers: The Best of JRTE
Lynne Schrum
Research offers a way to start conversations that can affect educational reform. Considerations on Technology and Teachers is a collection of some of the best research articles from the Journal of Research on Technology in Education (JRTE) over the past five years. JRTE editor Lynne Schrum and the editorial review board chose these articles because they provide context about where we have been and how we should be moving forward, both in research and in practice. Topics include the impact of project-based learning on teachers technology use, e-portfolios in teacher education, and the outcomes of a campus 1-to-1 laptop program. At the conclusion of each article, the original authors reflect on their study, examine the landscape since their research was published, and provide suggestions for further study.
Topics include:
-educational research -educational reform -jrte
The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation. ISTE is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12 and teacher education. Home of the National Educational Technology Standards (NETS), the Center for Applied Research in Educational Technology (CARET), and ISTE's annual conference (formerly known as the National Educational Computing Conference, or NECC), ISTE represents more than 100,000 professionals worldwide. We support our members with information, networking opportunities, and guidance as they face the challenge of transforming education.
Some of the areas in which we publish are: -Web. 2.0 in the classroom-RSS, podcasts, and more -National Educational Technology Standards (NETS) -Professional development for educators and administrators -Integrating technology into the classroom and curriculum -Safe practices for the Internet and technology -Educational technology for parents
-
Leaders for the twenty-first century: Preparation, experiences, and roles in technology implementation
Lynne Schrum, Lyndsie M. Galizio, Mary C. English, and Patrick Ledesma
This edited volume with selected expanded papers from CELDA (Cognition and Exploratory Learning in the Digital Age) 2009 (http://www.celda-conf.org/) addresses the main issues concerned with problem solving, evolving learning processes, innovative pedagogies, and technology-based educational applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This volume aims to cover both technological as well as pedagogical issues related to these developments.
-
Web 2.0: How to for educators
Gwen Solomon and Lynne Schrum
Web 2.0, the second generation of the World Wide Web, allows us to connect, create, collaborate, and share information. When we bring Web 2.0 tools into the classroom, we transform learning. By applying these tools thoughtfully, we see a shift in student engagement, creativity, and higher-order learning skills. In this companion book, the authors of the best-selling Web 2.0: New Tools, New Schools introduce you to more Web 2.0 tools and expertly lead you through classroom and professional applications that help improve student and teacher learning.
-
"Joining in" and "Knowing the I": On becoming reflexive scholars
Rhoda C. Bernard, Cleti Cervoni, Charlene Desir, and Corinne McKamey
-
Between Kansas and Oz: Drugs, Sex, and the Search for Gay Identity in the Fast Lane
Steven P. Kurtz
This chapter describes how gay men attempt to locate themselves in an environment in which change, spectacle, and the search for altered states of being are the main constants. It draws on extensive qualitative data collected over a decade to trace patterns in the narratives that gay men use to describe their experiences as they absorb and sometimes separate from the sex-drug pleasure dome that Miami is often seen to represent. The chapter presents the story of how men from diverse backgrounds integrate the sense of themselves as developed throughout childhood and adolescence (“Kansas”) into this urban space that for most of them feels like “Oz”.
-
Class size and interaction in online courses
Anymir Orellana
The Perfect Online Course: Best Practices for Designing and Teaching was edited under the assumption that a perfect online course can be delivered following different instructional methods and models for design and for instruction, and by implementing different teaching or instructional strategies. Such methods, models, and strategies are framed within quality educational guidelines and must be aimed towards attaining the online course's learning goals. The book seeks to make a contribution to the existing body of literature related to best practices and guidelines for designing and teaching distance courses, specifically online education. The process of selecting works suitable for this compilation included an extensive review of the journals Quarterly eview of Distance Education and Distance Learning. The book begins by covering literature related to general approaches and guidelines, continues with proposed methods and models for designing and instruction, and ends with instructional strategies to achieve engagement through interaction. The book is divided into four independent, yet interrelated, parts and a concluding section: Part I: Introduction; Part Ii: Best Guidelines and Standards; Part Iii: Best Instructional Methods and Models; Part Iv: Best Engagement Strategies; and the concluding section, And Finally. . ., with words from Simonson who delineates the structure of a perfect online course.
-
Preface: In search of perfection
Anymir Orellana and Terry L. Hudgins
The Perfect Online Course: Best Practices for Designing and Teaching was edited under the assumption that a perfect online course can be delivered following different instructional methods and models for design and for instruction, and by implementing different teaching or instructional strategies. Such methods, models, and strategies are framed within quality educational guidelines and must be aimed towards attaining the online course's learning goals. The book seeks to make a contribution to the existing body of literature related to best practices and guidelines for designing and teaching distance courses, specifically online education. The process of selecting works suitable for this compilation included an extensive review of the journals Quarterly eview of Distance Education and Distance Learning. The book begins by covering literature related to general approaches and guidelines, continues with proposed methods and models for designing and instruction, and ends with instructional strategies to achieve engagement through interaction. The book is divided into four independent, yet interrelated, parts and a concluding section: Part I: Introduction; Part Ii: Best Guidelines and Standards; Part Iii: Best Instructional Methods and Models; Part Iv: Best Engagement Strategies; and the concluding section, And Finally. . ., with words from Simonson who delineates the structure of a perfect online course.
-
The Perfect Online Course: Best Practices for Designing and Teaching
Anymir Orellana, Terry L. Hudgins, and Michael Simonson
-
The perfect online course: Best practices for designing and teaching
Anymir Orellana, Terry L. Hudgins, and Michael R. Simonson
The Perfect Online Course: Best Practices for Designing and Teaching was edited under the assumption that a perfect online course can be delivered following different instructional methods and models for design and for instruction, and by implementing different teaching or instructional strategies. Such methods, models, and strategies are framed within quality educational guidelines and must be aimed towards attaining the online course's learning goals. The book seeks to make a contribution to the existing body of literature related to best practices and guidelines for designing and teaching distance courses, specifically online education. The process of selecting works suitable for this compilation included an extensive review of the journals Quarterly eview of Distance Education and Distance Learning. The book begins by covering literature related to general approaches and guidelines, continues with proposed methods and models for designing and instruction, and ends with instructional strategies to achieve engagement through interaction. The book is divided into four independent, yet interrelated, parts and a concluding section: Part I: Introduction; Part Ii: Best Guidelines and Standards; Part Iii: Best Instructional Methods and Models; Part Iv: Best Engagement Strategies; and the concluding section, And Finally. . ., with words from Simonson who delineates the structure of a perfect online course.
-
Teaching young children in multicultural classrooms: Issues, concepts, and strategies
Wilma Robles de Melendez and Versa Beck
In addition to being a text for those studying to become early childhood teachers, TEACHING YOUNG CHILDREN IN MULTICULTURAL CLASSROOMS: ISSUES, CONCEPTS, AND STRATEGIES, 3rd Edition, is a comprehensive resource for practicing professionals who work with young children every day. The text provides practical guidelines, curriculum suggestions, and techniques for use in the classroom. This third edition includes updated content on demographics, children with special needs, and children's book lists. Readers will also follow Barbara, a kindergarten teacher, through the chapters to see how she handles the dilemmas and issues that arise in her day-to-day work.
-
Leading a 21st Century School: Harnessing Technology for Engagement
Lynne Schrum and Barbara B. Levin
The pace of technological change picks up speed with each passing day. Educators must place the proper emphasis on technology leadership—using proven methods—if they are to prepare students to thrive in the classroom and beyond.
When first published in 2009, this book empowered administrators and teachers to plan and execute effective strategies for enhancing student engagement and achievement through technology.
This second edition features 80% brand-new material addressing the latest technological developments, combined with the authors’ tested methods for applying them in schools. Features include:
- Aligning technology to the ISLLC Standards, ISTE Standards, and Common Core State Standards
- Comprehensive guides to the newest technologies and trends that school leaders need to know
- A companion website featuring a massive volume of resources for additional progress
With this book close at hand, school leaders will confidently guide students into the exciting digital future.
-
Best practices for designing distance education and the U-M-T approach
Michael R. Simonson
Distance education is defined by the Association for Educational Communications and Technology (Schlosser & Simonson, 2006) as: Institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors. Distance education has two major components, distance teaching and distance learning. Distance teaching is the efforts of the educational institution to design, develop and deliver instructional experiences to the distant student so that learning may occur. Education and distance education is comprised of teaching and learning. This article focuses on distance teaching.
-
The amazing math adventure
Angie Su, John Sico Jr, Raymond Castro, and Evelyn Vicario
A fun math storybook for young learners age 1 - 6. The book teaches the numbers 1 - 10 in a fun and adventurous way. The characters in the book are beautifully illustrated and provide a warm environment that children know and love, which makes learning fun!
-
Interview About Supervision
Shelley Victor
This book is a must-have resource for anyone considering or involved in a program of study in audiology, speech-language pathology, or speech-language-hearing sciences. Written by members of the National Student Speech Language Hearing Association (NSSLHA) with contributions from a wide range of clinical and academic professionals, this guide is relevant and useful to students who are at any point along the path towards a career in communication sciences and disorders (CSD). This comprehensive guide includes advice for students from the time they are in high school until they graduate with their master's, doctorate, and/or post-doctorate. Providing background on the disciplines, practical advice, and helpful checklists for use during a program of study this resource also includes important information on professional specialty areas, settings, and career options. This survival guide will be an invaluable companion throughout a CSD academic career.
-
Framing research on technology and student learning in the content areas: Implications for educators
Lynn Bell, Lynne Schrum, and Ann D. Thompson
Framing Research is targeted at individuals or small teams of educational researchers who are interested in conducting high quality research addressing the effects of technology-enhanced instruction on student learning. The book summarizes and unpacks the methodologies of a variety of research studies, each situated in the context of school subject areas, such as science, mathematics, social studies, and English/language arts, as well as in the contexts of reading education, special education, and early childhood learning. Taken together, the analyses provide guidance on the design of future technology research grounded in student learning of K-12 curriculum. The conclusions also serve as a tool for teacher educators seeking to prepare teachers to integrate technology effectively in their instruction and to motivate reluctant teachers to overcome perceived inconveniences connected with technology use.
-
Introduction and overview
Lynn Bell, Lynne Schrum, Ann D. Thompson, and Glen Bull
A volume in Research Methods in Educational Technology Series Editor Walter F. Heinecke, University of Virginia This book is a result of collaboration between NTLS and SITTE. Framing Research is targeted at individuals or small teams of educational researchers who are interested in conducting high quality research addressing the effects of technology-enhanced instruction on student learning. The book summarizes and unpacks the methodologies of a variety of research studies, each situated in the context of school subject areas, such as science, mathematics, social studies, and English/language arts, as well as in the contexts of reading education, special education, and early childhood learning. Taken together, the analyses provide guidance on the design of future technology research grounded in student learning of K-12 curriculum. The conclusions also serve as a tool for teacher educators seeking to prepare teachers to integrate technology effectively in their instruction and to motivate reluctant teachers to overcome perceived inconveniences connected with technology use.
-
Police Officers
George T. Patterson and Grace A, Telesco
What do you have to know, today, to be an effective group worker and what are the different group work approaches? With 110 articles and entries, this book provides a comprehensive overview of social work with groups from its initial development to its astounding range of diverse practice today with many populations in different places.
The articles have been written by social workers trained in the group approach from the United States, Canada, England, Australia, Spain and Japan, and all involved are well known group workers, acknowledged as experts in the area. The book covers all aspects of social work with groups: including its history, values, major models, approaches and methods, education, research, journals, phases of development, working with specific populations and ages, plus many more. Each article includes references which can be a major resource for future exploration in the particular subject area.
Both editors have many years of productive work in group work practice and other areas and are board members of The Association for the Advancement of Social Work with Groups. The Encyclopedia of Social Work with Groups will be of interest to students, practitioners, social work faculty, novice and experienced group workers.
