Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks: Progressive Learning Frameworks

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Payne, Carla R.
IGI Global, May 31, 2009 - Computers - 414 pages
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Constructivism and the deployment of information technology into higher education classrooms are each widely discussed in academic literature, but generally without a critical perspective on their interaction from a pedagogical point of view as new technology is continuously unveiled.

Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks explores the theoretical frameworks underlying constructivist thinking and the digital revolution in education as they impact each other. Drawing upon a wide range of international field experts, this book assesses the claims made for the educational effectiveness and constructivist orientation of various technologies and technological systems on the basis of on-the-ground applications and implementations.

 

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Contents

Preface
Acknowledgment
From Dewey to Web 20
Constructivism in Online Theory and Practice
The Theory and Practice of Teaching with Technology in Todays Colleges and Universities
The Community of Inquiry Framework
A New Instructional Design Map
Enhancing Authentic Assessment Through Information Technology
Blended Classrooms
Applying Constructivist Principles to Blended Teaching
A Case Study
A Case Study
Facilitating StudentDriven Learning of Computer Programming with Technology
Designing Asynchronous Discussions to Teach Critical Thinking
Goddard Colleges Progressive Principles and Distributed Learning
Using Blogs to Foster Inquiry Collaboration and Feedback in PreService Teacher Education

The Siren Call of the Virtual Classroom and its Impact on Progressive Educational Ideals
Potential Challenges and Facilitation
Avatars in Action
The Power and Promise of Web 20 Tools
ITEnabled Strategies for Mental Modeling in ELearning
Transformative Potential of Constructivist Blended ProblemBased Learning in Higher Education
The Intersection of Theory Tools and Tasks in a Postgraduate Learning Environment
Compilation of References
About the Contributors
Index
Copyright

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About the author (2009)

Carla R. Payne is Professor Emerita of Graduate Studies at Union Institute & University, where she supervised low residency MA students in individualized interdisciplinary studies, and designed and implemented an online Master’s program. She earned the BA in Philosophy from Barnard College, and the MA and Ph.D, also in Philosophy, from SUNY/Buffalo. Publications include "Good Practice and Motivation in Online Learning," in Motivating & Retaining Adult Learners Online (2002); "Teaching and Technology for Human Development," co-authored with A.W. Chickering and G. Poitras, in Educational Technology (2001); “Design for Success: Applying Progressive Educational Principles Online,” in Current Perspectives on Applied Information Technologies: Preparing Teachers to Teach with Technology (2004); “What Do They Learn?” in Flexible Learning in an Information Society (2006); “Can We Talk? Course Management Software and the Construction of Knowledge,” co-authored with Cornel J. Reinhart, in On the Horizon (2008). She continues to teach ethics and philosophy online for the Community College of Vermont. [Editor]

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