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 (Southern Oregon University, USA)
Indexed In: SCOPUS View 1 More Indices
Release Date: August, 2015|Copyright: © 2015 |Pages: 722
DOI: 10.4018/978-1-4666-8403-4
ISBN13: 9781466684034|ISBN10: 1466684038|EISBN13: 9781466684041
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Description & Coverage
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.

Coverage:

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
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Editor/Author Biographies
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 centers on investigating the impact of online community of inquiry structures on teaching and learning. His most recent project focused on helping college level faculty redesign their courses to more fully engage first-year and first- generation students using a High Impact Practices structure to create signature assignments. With a student-centered pedagogical perspective, these vulnerable students were better able to transition to the tasks for college students. As part of sharing his research, he has edited several research compendiums and co-authored multiple peer-reviewed journals and chapters. In addition to delivering numerous conference presentations, he has served as the chair for the SITE math education SIG and the Internet officer in the American Education Research Association as for the SIG-TACTL (Technology as a Change Agent in Teaching and Learning).
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