Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches

Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches

Robert N. Ronau, Christopher R. Rakes, Margaret L. Niess
Indexed In: SCOPUS
Release Date: July, 2011|Copyright: © 2012 |Pages: 409
DOI: 10.4018/978-1-60960-750-0
ISBN13: 9781609607500|ISBN10: 1609607503|EISBN13: 9781609607517
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Description & Coverage
Description:

Recent technological innovation has altered the way educators approach teaching and learning. These new technologies provide countless advantages in the classroom; however, we are not yet clear on how they should be implemented. The pedagogical value of specific technology tools and the cumulative effects of technology exposure over time on student learning are two areas that need to be explored in order to better determine the effectiveness of technology as a teaching tool.

Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches provides a framework for evaluating and conducting educational technology research, sharing research on educational technology in education content areas, and proposing structures to guide, link, and build new structures with future research. This book provides essential support for compiling the resulting literature and envisioning future research directions in this area.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Career and Technical Education (CTE)
  • Educational Technology
  • Future role of Educational Technology
  • Integration of Disciplines
  • Internal and External Classroom Constraints
  • Pedagogical Strategies
  • Research Design Frameworks
  • Teacher Knowledge Frameworks
  • Teacher Qualifications
  • Technology, Pedagogy, and Content Knowledge (TPACK)
Table of Contents
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Editor/Author Biographies
Robert N. Ronau, a Professor of Mathematics Education at the University of Louisville, has research interests and publications that include implementation of instructional technology, Technology, Pedagogy, And Content Knowledge (TPACK); teacher knowledge, Comprehensive Framework for Teacher Knowledge (CFTK), and teacher preparation and assessment, Diagnostic Assessments for Mathematics and Science Teachers (DTAMS). Over the last twenty years, he has played a critical role in numerous state-wide and local grant efforts including development of State Wide Mathematics Core-Content and Assessments, LATTICE (Learning Algebra Through Technology, Investigation, and Cooperative Experience), the Secondary Mathematics Initiative (SMI) of PRISM (Partnership for Reform Initiatives in Science and Mathematics), Kentucky’s state-wide systemic reform initiative, Technology Alliance, Teaching K-4 Mathematics in Kentucky, the Park City/IAS Geometry Project, and U2MAST. He currently serves as a Co-PI on the NSF Funded project, Geometry Assessments for Secondary Teachers (GAST), and on a Curriculum Analysis project for the Chief State School Officers (CCSSO).
Christopher R. Rakes is an associate research scientist at the Institute of Education Sciences whose research interests and publications include the teaching and learning of secondary mathematics, teacher knowledge, research design, and educational technology. His scholarly work involves multiple methods such as systematic review, meta-analysis, structural equation modeling (SEM), hierarchical linear modeling (HLM), and mixed methodology. He taught mathematics for ten years (eight in secondary; two in postsecondary) in both urban and rural settings, where he concentrated on helping at-risk students develop successful methods for learning mathematics.
Margaret (Maggie) L. Niess is Professor Emeritus of Mathematics Education at Oregon State University. Her research focuses primarily on the knowledge teachers rely on for integrating technologies in teaching mathematics and science, otherwise called Technological Pedagogical Content Knowledge or TPACK. Her most recent book was Blended Online Learning and Instructional Design for TPACK: Emerging Research and Opportunities. She is currently co-principal investigator in a National Science Foundation grant titled: Child’s Play: Learning Computer Science Through Tabletop Games. She has authored multiple peer-reviewed journals and chapters including multiple teacher preparation books. She directed the design, implementation, and evaluation of an online Master of Science degree program for inservice K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Her research has identified an online learning trajectory framing student-centered instructional strategies using a social metacognitive constructivist context. She has chaired multiple committees for the Association of Mathematics Teacher Educators (AMTE’s Technology Committee), American Educational Research Association’s (AERA’s SIG-TACTL called Technology as a Change Agent in Teaching and Learning), and the Society for Information Technology and Teacher Education (SITE’s the Mathematics Education SIG and the Teacher Education SIG).
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Editorial Advisory Board
  • Dee Andrews, Air Force Research Laboratory, USA
  • Ryan Baker, Worcester Polytechnic Institute, USA
  • George Buck, University of Alberta, Canada
  • Haeryun Choi, Long Island University, CW Post Campus, USA
  • Loretta Donovan, California State University – Fullerton, USA
  • Judi Harris, College of William and Mary, USA
  • Wu Jing, Nanyang Technological University, Singapore
  • Mike Lutz, California State University – Bakersfield, USA
  • Meghan Manfra, North Carolina State University, USA