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This ebook presents modern examples of the ways that educators can use electronic applied sciences to create powerful studying environments that aid more desirable studying and guideline. those examples are guided by means of a number of conceptual and methodological traditions evolving from the training sciences and tutorial know-how groups in addition to different groups doing very important paintings on studying applied sciences. specifically, the e-book offers examples of know-how thoughts and the ways that educators can use them to foster deep knowing, collaboration, creativity, invention, and mirrored image. extra examples display the ways that rising cellular and networked applied sciences may also help expand scholar studying past the confines of the school room wall and aid student-directed studying and new media literacies.
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Extra resources for Emerging Technologies for the Classroom: A Learning Sciences Perspective
B. ), Learning the sciences of the 21st century: Research, design, and implementing advanced technology learning environments (pp. 47–75). Hillsdale, NJ: Erlbaum. , & Hegedus, S. (2010). From new technological infrastructures to curricular activity systems: Advanced designs for teaching and learning. In M. J. Jacobson & P. ), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 233–262). New York, NY: Springer. , et al. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: Three large-scale studies.
Mayer, 2005). By providing a shared focus of attention, dynamic representations can be particularly powerful tools for supporting effective mathematical discourse. They can allow gestural and physical communication to supplement verbal and written symbolic communication, and provide meaningful feedback that is consistent with the mathematical phenomena under investigation (Moschkovich, 2008; Roschelle, Kaput, & Stroup, 2000). Dynamic-representation environments are also well suited to introducing meaningful narrative into the mathematical learning experience (Sinclair, Healy, & Sales, 2009).
Practices of distributed intelligence and designs for education. In G. ), Distributed cognitions: Psychological and educational considerations (pp. 47–87). New York, NY: Cambridge University Press. Pea, R. ) (2000). Introduction. In The Jossey-Bass reader on technology and learning (pp. xv–xxiv). San Francisco, CA: Jossey-Bass. , & Hegedus, S. (2010). From new technological infrastructures to curricular activity systems: Advanced designs for teaching and learning. In M. J. Jacobson & P. ), Designs for learning environments of the future: International perspectives from the Learning Sciences (pp.