Cases on Educational Technology Integration in Urban Schools
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Cases on Educational Technology Integration in Urban Schools

Irene Chen (University of Houston – Downtown, USA) and Dallas McPheeters (Consultant, USA)
Indexed In: SCOPUS View 2 More Indices
Release Date: December, 2011|Copyright: © 2012 |Pages: 514
DOI: 10.4018/978-1-61350-492-5
ISBN13: 9781613504925|ISBN10: 1613504926|EISBN13: 9781613504932
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Description & Coverage
Description:

The complexity of modern urban life has heavily impacted the public school system. The growth of cities and continued advancement of technology have created a unique environment for learning, as traits unique to urban schools directly impact a student’s educational experience.

Cases on Educational Technology Integration in Urban Schools contains a spectrum of case studies aimed at understanding technology integration in urban schools. This book describes, analyzes, and synthesizes the impact of technology in an urban school with the objective of offering solutions for successful strategies and addressing organizational challenges and pitfalls. Cases on topics including student motivation, assistive technology, video games, cyber bullying, and technology ethics aim to inform current and future educators, as well as to fill existing gaps in existing technology and teacher education literature.

Coverage:

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

  • Collaborative Tools for Students
  • Computer Game Distraction
  • Computer-Assisted Devices
  • Game-Based Learning in K-12 Education
  • Lack of Technology in Urban Schools
  • Social Networking Sites
  • Statewide Technology Integration and Professional Development
  • Technology and Special Education
  • Use of Technology to Motivate Students
  • Web-Based Instruction
Reviews and Testimonials

A good tool to continue to sharpen our pre-service and in-service teachers' technology skills is the use of vicarious experiences as the ones presented in this book. The varied repertoire of case studies with situations faced by teachers, and for which there is little or no training in teacher preparation programs, is invaluable; the questions presented before the case studies focus the reader's attention on the details of the case and then place him or her at the center stage of the situation, while the questions presented after the case study facilitate troubleshooting to come up with the best possible response. [...] An excellent characteristic of the book is that it does not stop with the 'how-to' of using technology in the classroom but also engages the reader in ethical and cultural issues, assessment, classroom management when using technology, and teacher professional development.

– Laura Sujo-Montes, Northern Arizona University, USA
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Editor/Author Biographies
Irene L. Chen received her Doctor of Education in Instructional Technology. Dr. Chen has a diverse professional background. She previously served as an instructional technology specialist, and computer programmer/analyst. Her current research interests are: instructional technology, assessment and evaluation, multicultural education, urban education, business education, and curriculum and instruction. She has delivered K-12 in-service professional development activities for both faculty and staff. She is the co-author of Technology Applications for K-12 Teachers and a co-editor of Wired for Learning: An Educator’s Guide to Web 2.0.
Dallas McPheeters is an award winning Educational Technologist passionate about helping others feel at home with technology. His peer-reviewed and published research focuses on the mashup generation of uncertainty facing an unknowable future and how to engage such minds as they prepare for tomorrow. Most recently, McPheeters received a Presidential Citation for his contribution to the field of education within multi-user virtual environments. Results from McPheeters’ research have been presented both nationally and internationally to educators and professionals interested in adapting emerging technologies to the next generation of learners and workers, whether face-to-face or in the Cloud. McPheeters’ work demonstrates how the elimination of space-time and identity barriers opens new avenues for learning previously unavailable in traditional venues. More about Mr. McPheeters can be discovered online at http://dallasmcpheeters.com.
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