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Academic Knowledge Construction and Multimodal Curriculum Development

Book Description

While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. Academic Knowledge Construction and Multimodal Curriculum Development presents practical conversations with philosophical and theoretical concerns regarding the use of digital technologies in the educational process. This book will also aim to challenge the assumption that information accessibility is synonymous with learning. It is an essential reference for educators and practitioners interested in examining the complexity of academic knowledge construction in multimodal, digital worlds.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Editorial Advisory Board
  6. Foreword
  7. Preface
    1. OVERVIEW OF THE CHAPTERS
    2. IN SUMMARY
  8. Acknowledgment
  9. Section 1: Polymodal Education in a Digital Age
    1. Chapter 1: Cyborgs and Cyberpunks
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE SELF, GLOBALIZATION, AND CORPORATIZATION OF SCHOOLING
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
    2. Chapter 2: Digital Literacy and the Emergence of Technology-Based Curriculum Theories
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ANALYSIS AND DISCUSSION
      5. BEST PRACTICES
      6. CONCLUSION
    3. Chapter 3: Speed Bump vs. Road Kill on the Fiber-Optic Highway
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. EDUCATOR AS DISPLACED PERSON
      5. TEACHER’S PROFESSIONAL EFFICACY IN THE INFORMATION AGE
      6. DIGITAL NATIVES: FACT OR HYPE
      7. TO BE A SPEED BUMP OR TO BE ROAD KILL? THAT IS THE QUESTION.
      8. QUO VADIS/CONCLUSION
    4. Chapter 4: Philosophical Guidelines for the Social Studies
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE SOCIAL STUDIES CURRICULUM, PEDAGOGY, AND GROWTH OF THE LEARNER
      5. THE INTERDISCIPLINARY NATURE OF TECHNOLOGICAL THINKING
      6. TECHNOLOGY AND CONSTRUCTIVISM
      7. FINAL THOUGHTS
    5. Chapter 5: Teaching and Learning Fused through Digital Technologies
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. BASIC IDEAS OF THE EXPERIMENTAL CLASS
      5. TARGET KNOWLEDGE EMBODIED IN THE LEARNING PROCESS
      6. CONCLUSION
    6. Chapter 6: Designing for Computational Expression
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THEORETICAL FRAMEWORK
      5. ROBOBUILDER
      6. METHODS
      7. DESIGN FEATURES
      8. PROVIDE VISUAL FEEDBACK OF EXPRESSION
      9. PROVIDING IN-CONTEXT EXAMPLES
      10. DISCUSSION
      11. CONCLUSION
  10. Section 2: Perspectives on the Preparation of Teachers of Multimodal-Age Learners
    1. Chapter 7: Preservice Teachers’ Knowledge Construction with Technology
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. STUDY ON PRESERVICE TEACHERS’ TPACK DEVELOPMENT
      5. FINDINGS
      6. IMPLICATIONS FOR TEACHER EDUCATION
      7. CONCLUSION
    2. Chapter 8: Multimodality in the Preparation of Teachers of the Social Studies
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. WHY CASE?
      5. WHY INTEGRATE TECHNOLOGY?
      6. DATA COLLECTIONS
      7. SYNTHESIS OF FINDINGS REGARDING ONLINE INTEGRATED PROCESS
      8. APPENDIX A: SELECTED LITERATURE
      9. APPENDIX B: COURSE ASSIGNMENTS
      10. APPENDIX C: COURSE ASSIGNMENTS
      11. APPENDIX D-1: WEB BASED UNIT ASSESSMENT RUBRIC – TECHNOLOGY PRODUCT ASSESSMENT
      12. APPENDIX D-2
      13. APPENDIX E: PARTICIPANT EVALUATION OF ONLINE COMPONENT SURVEY
      14. APPENDIX F-1: PARTICIPANT VOICES
      15. APPENDIX F-2: PARTICIPANT VOICES
    3. Chapter 9: Building Knowledge
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. APPERNATHY AS A CASE STUDY
      5. CONCLUSION
    4. Chapter 10: Preparing Preservice Teachers to Thread Literacy across the Curriculum with Blogging and Digital Storytelling
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CASE STUDY IN PREPARING PRESERVICE TEACHERS
      5. CONCLUSION
      6. APPENDIX A
      7. APPENDIX B
    5. Chapter 11: Identifying the Applicable Nature of Social Media as Tools for Advancing Preservice Teachers’ Epistemologies
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE STUDY
      5. THE CHECKLIST
      6. THE RESULTS
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
    6. Chapter 12: Emergent Digital Literacy and Mobile Technology
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. EMERGENT DIGITAL LITERACY AND MOBILE TECHNOLOGY
      5. MULTIPLE INTELLIGENCES THEORY AS BASIS TO MEET THE NEEDS OF DIVERSE LEARNERS
      6. SOLUTIONS AND RECOMMENDATIONS
      7. PREPARING TECHNOLOGICALLY LITERATE PRESERVICE TEACHERS THROUGH A MULTIMODAL APPROACH
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. APPENDIX
  11. Section 3: Digital Literacies in Reading Education
    1. Chapter 13: Fostering Early Literacy Skills with Technology
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SELECTING TECHNOLOGY
      5. EXAMPLES OF REVIEWED TECHNOLOGY TO SUPPORT EMERGENT LITERACY
      6. CONCLUSION
      7. APPENDIX
    2. Chapter 14: Teaching Literacy through Technology in the Middle School
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHODOLOGY
      5. LITERACY INSTUCTION AND TECHNOLOGY INTEGRATION AT IHKMS
      6. THEMES
      7. ADVANTAGES
      8. CHALLENGES
      9. CONCLUSIONS: WHAT HAVE WE LEARNED?
    3. Chapter 15: The Use of Digital Story Expressions with Adolescents to Promote Content Area Literacy
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DIGITAL STORY EXPRESSIONS
      5. DIGITAL STORY EXPRESSIONS IN AUTHENTIC CONTEXTS
      6. CONCLUSION
    4. Chapter 16: Study Skills in the Digital Age
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. INSTRUCTIONAL STRATEGIES TO TEACH STUDY SKILLS
      5. CONCLUSION
    5. Chapter 17: Interweaving the Digital and Physical Worlds in Collaborative Project-Based Learning Experiences
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. A CURRICULUM INNOVATION: INTERWEAVING DIGITAL AND PRINT-BASED TEXTS TO DESIGN ROBOTS
      5. CONCLUSION
    6. Chapter 18: Preparing Intermediate and Secondary Teachers of Reading Today
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TEACHING WITH EMERGING TOOLS
      5. TOOLS FOR COMMUNICATION
      6. ACTION RESEARCH WITH EMERGING TOOLS
      7. REFLECTIVE PRACTITIONERS IN CLASSROOMS
  12. Section 4: Digital Media and Educational Research
    1. Chapter 19: A Second Life in Qualitative Research
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SECOND LIFE AND QUALITATIVE RESEARCH METHOD
      5. RESEARCHING SECOND LIFE USE IN A QUALITATIVE METHODS COURSE
      6. TRANSFORMATIVE LEARNING EXPERIENCES
      7. CONCLUSION AND IMPLICATIONS
      8. APPENDIX A
      9. APPENDIX B
      10. APPENDIX C
    2. Chapter 20: Framing Complexity
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DIGITAL ANIMATION AS A QUALITATIVE RESEARCH TOOL
      5. VIGNETTE OF USING DIGITAL ANIMATION IN ETHNOGRAPHY
      6. CONCLUSION
      7. APPENDIX A
      8. APPENDIX B
      9. APPENDIX C
    3. Chapter 21: Digital Icarus?
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. RECORDING VIDEO WITHIN EDUCATIONAL RESEARCH
      5. CONCLUSION
    4. Chapter 22: Understanding Students’ Perspectives as Learners through Photovoice
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ASSETS AND BARRIERS PROJECT USING PHOTOVOICE
      5. STUDENTS’ STORIES
      6. DISCUSSION
      7. CONCLUSION
    5. Chapter 23: Of Embodiment and Ether
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. A GLIMPSE OF SOMETHING ON THE HORIZON
      5. EPILOGUE
  13. Compilation of References
  14. About the Contributors
  15. Afterword
    1. TEACHING AND LEARNING IN A POLYMODAL, HYPERTEXTUAL AGE
    2. CRITICAL THEORY AND DIGITAL TECHNOLOGIES
    3. CRITIQUE THROUGH DIGITAL LITERACIES
    4. IN SUMMARY