By Dana S. Dunn, Janie H. Wilson, James Freeman, Jeffrey R. Stowell
Using expertise and educating concepts derived from expertise is at the moment a bourgeoning subject in larger schooling. lecturers in any respect degrees and kinds of associations need to know how those new applied sciences will have an effect on what occurs in and out of doors of the study room. Many lecturers have already embraced a few of these applied sciences yet stay doubtful approximately their academic efficacy. different lecturers have waited simply because they're reluctant to aim instruments or ideas that stay unproven or, as is usually the case, lack institutional aid. This e-book is designed to aid either teams, in order that people with technological services can expand their wisdom, whereas technological newcomers can "ramp up" at their very own speed and for his or her personal reasons.
Best Practices for Technology-Enhanced instructing and studying brings jointly professional teacher-scholars who observe and determine technology's influence on conventional, hybrid or combined, or thoroughly online classes, counting on expertise as a educating device for school room administration and interplay (e.g., Blackboard, PowerPoint, scholar reaction or "clicker systems," multimedia tools), in addition to student-based makes use of of expertise mostly self reliant of teachers (e.g., social networking on renowned websites together with fb and MySpace). every one bankruptcy will tackle how technological advancements should be hooked up to review projects, as is now repeatedly encouraged in psychology and social technological know-how schooling. The booklet positive aspects present scholarship and pedagogy regarding leading edge know-how that affects on pupil studying in psychology and comparable disciplines, focusing additionally on pupil reactions to those novel applied sciences, and correct tests of ways good they advertise studying. this article is going to function the normal reference on rising applied sciences for undergraduate teachers.
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Additional resources for Best Practices for Technology-Enhanced Teaching and Learning: Connecting to Psychology and the Social Sciences
Presentation software in the college classroom: Don’t forget the instructor. Teaching of Psychology, 34, 53–57. Hevern, V. W. (2006). Using the Internet effectively: Homepages and email. In W. Buskist & S. F. ), Handbook of the teaching of psychology (pp. 99–106). Malden, MA: Blackwell. Huelsman, T. J. (2006). Lessons learned using PowerPoint in the classroom. In W. Buskist & S. F. ), Handbook of the teaching of psychology (pp. 94–98). Malden, MA: Blackwell. 34 Teaching with Technology: Issues and Ideas Korn, J.
The relationship between perceived instructor credibility and college student in-class and out-of-class communication. Communication Reports, 17, 129–137. Poirer, C. R. & Feldman, R. S. (2007). Promoting active learning using individual response technology in large introductory psychology classes. Teaching of Psychology, 34, 194–196. Palloff, R. , & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco: Jossey-Bass. Sandholtz, J.
55), an approach that does not rely speciﬁcally on mechanized technology. Second, Kulik et al. noted that the effects of instructional technology on student achievement have been greatest in studies that did not control for instructor effects. , 1980, p. 204). One could argue that technology for teaching has been around as long as psychology, as a discipline, has been. For instance, William James established a laboratory at Harvard in 1875 (Harper, 1950) that was focused on demonstrations rather than research (Benjamin, 2007).
Best Practices for Technology-Enhanced Teaching and Learning: Connecting to Psychology and the Social Sciences by Dana S. Dunn, Janie H. Wilson, James Freeman, Jeffrey R. Stowell