Titlebook: Learning and Instructional Technologies for the 21st Century; Visions of the Futur Leslie Moller,Jason Bond Huett,Douglas M. Harvey Book 20

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Induction

Technology as a Change Agent in the Classroom,ods quasi-experimental design including classroom observations; perception data from students, teachers, and parents; and achievement scores from state-mandated and supplementary assessments of writing and problem-solving, we found that a technological innovation can serve as a change agent in makin

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Externally Modeling Mental Models,bases, concept maps, expert systems, spreadsheets, systems modeling tools, microworlds and simulation tools, teachable agents, computer conferences, and hypermedia, learners can construct models of domain knowledge, problems, systems, semantic structures, and thinking processes.

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Technology as a Change Agent in the Classroom,g learning more problem-based and constructivist in nature. Further, the combination of the student “owned” laptops and the transformed classroom environment resulted in sustained gains in writing and problem-solving relative to comparison students. Implications for practice and research in technology integration are drawn from the results.

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Linking the POV-ing Theory to Multimedia Representations of Teaching, Learning, Research in the Ageial networking technologies spaces – the corner-store where learners hang out. Layering perspectives and the ability to create meaningful knowledge for self and others in social networks is the next frontier in the future of designing, using, and critiquing technologies for learning.

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Book 2009nclusion of technology. These papers, from leading researchers and thinkers in instructional technology, begin by refuting the idea that education can be improved through more or better technology. Instead, the contributors emphasize specific, research-based ideas, which re-evaluate learning, reorga

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