Handbook of Research on Teacher Education in the Digital Age (2 Volumes)

Handbook of Research on Teacher Education in the Digital Age (2 Volumes)

Margaret L. Niess (Oregon State University, USA) and Henry Gillow-Wiles (Oregon State University, USA)
Indexed In: SCOPUS View 1 More Indices
Release Date: August, 2015|Copyright: © 2015 |Pages: 722
ISBN13: 9781466684034|ISBN10: 1466684038|EISBN13: 9781466684041|DOI: 10.4018/978-1-4666-8403-4

Description

Traditional classrooms are fast becoming a minority in the education field. As technologies continue to develop as a pervasive aspect of modern society, educators must be trained to meet the demands and opportunities afforded by this technology-rich landscape.

The Handbook of Research on Teacher Education in the Digital Age focuses on the needs of teachers as they redesign their curricula and lessons to incorporate new technological tools. Including theoretical frameworks, empirical research, and best practices, this book serves as a guide for researchers, educators, and faculty and professional developers of distance learning tools.

Topics Covered

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

  • Domain-Specific Technologies
  • Interactive Classrooms
  • Mobile Technologies
  • Online Course Design
  • Pre-Service Teacher Training
  • Professional Development
  • Serious games
  • Technology Integration
  • TPACK
  • Web 2.0 Technologies

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Maggie Niess has been at OSU since 1980 as a mathematics and science teacher educator with a specialty in integrating technology. She has been the Department Chair for Science and Mathematics Education (13 years) and Director of Teacher Education (3 years) for the College of Science. As a Professor Emeritus she has continued her research on the knowledge teachers need for teaching with technology and has recently focused on inservice teacher education through online educational environments.
Henry Gillow-Wiles has both a Ph.D. in Mathematics Education and a M.S. in Mathematics from Oregon State University. His research focus centers on investigating the impact of online community of inquiry structures on teaching and learning. He has co-authored multiple peer-reviewed journals and chapters. He collaborated in the design, implementation, and evaluation of an online Master of Science degree program for K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Currently, he is collaborating in the re-design of the online Post Baccalaureate Computer Science program where a student-centered, inquiry-based pedagogy will become more evident. Additionally, as part of this program redesign, we are developing a professional development component to assist faculty in transitioning their instructional strategy choices to support the emerging pedagogy. He is active in the American Education Research Association as the Internet officer for the SIG-TACTL (Technology as a Change Agent in Teaching and Learning).

Indices