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Handbook of Research on Educational Technology Integration and Active Learning

Book Description

As today’s teachers prepare to instruct a new generation of students, the question is no longer whether technology should be integrated into the classroom, but only “how?” Forced to combat shorter attention spans and an excess of stimuli, teachers sometimes see technology as a threat rather than a potential enhancement to traditional teaching methods. The Handbook of Research on Educational Technology Integration and Active Learning explores the need for new professional development opportunities for teachers and educators as they utilize emerging technologies to enhance the learning experience. Highlighting the advancements of ubiquitous computing, authentic learning, and student-centered instruction, this book is an essential reference source for educators, academics, students, researchers, and librarians.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  6. Foreword
  7. Preface
    1. References
  8. Acknowledgment
  9. Chapter 1: Enhanced Student Engagement through Active Learning and Emerging Technologies
    1. ABSTRACT
    2. INTRODUCTION
    3. FLIPPED CLASSROOM
    4. PROJECT-BASED LEARNING
    5. CONCLUSION
    6. REFERENCES
    7. ADDITIONAL READINGS
    8. KEY TERMS AND DEFINITIONS
  10. Chapter 2: Educational Robotics as a Learning Tool for Promoting Rich Environments for Active Learning (REALs)
    1. ABSTRACT
    2. INTRODUCTION
    3. RICH ENVIRONMENTS FOR ACTIVE LEARNING (REALs)
    4. EDUCATIONAL ROBOTICS (ROBOTICS IN EDUCATION)
    5. EDUCATIONAL ROBOTICS AS LEARNING TOOL IN REALS
    6. EDUCATIONAL ROBOTICS AS TRANSDISCIPLINARY APPROACH IN REALS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
    10. ENDNOTES
  11. Chapter 3: Constructivist Internet-Blended Learning and Resiliency in Higher Education
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. METHODOLOGY
    6. SOLUTIONS AND RECOMMENDATIONS
    7. FUTURE RESEARCH DIRECTIONS
    8. CONCLUSION
    9. REFERENCES
    10. ADDITIONAL READINGS
    11. KEY TERMS AND DEFINTIONS
  12. Chapter 4: A Call for Teacher Preparation Programs to Model Technology Integration into the Instructional Process
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THE NEED FOR TECHNOLOGY LITERATE TEACHERS
    5. THE ROLE OF TEACHER PREPARATION PROGRAMS
    6. THE NEED FOR TECHNOLOGY LITERATE HIGHER EDUCATION FACULTY
    7. ONE TRAINING MODEL FOR TECHNOLOGY-INTEGRATED INSTRUCTION
    8. CHALLENGES
    9. FUTURE RESEARCH DIRECTIONS
    10. REFERENCES
    11. ADDITIONAL READINGS
    12. KEY TERMS AND DEFINITIONS
  13. Chapter 5: A Model for Meaningful E-Learning at Canadian Universities
    1. ABSTRACT
    2. INTRODUCTION
    3. A REVIEW OF THE LITERATURE
    4. THE MEANINGFUL E-LEARNING (MEL) PROJECT: INTRODUCTION AND CONTEXT
    5. QUANTITATIVE FINDINGS
    6. QUALITATIVE FINDINGS
    7. DISCUSSION OF THE MEL FINDINGS
    8. E-LEARNING IN PRACTICE: HIDI APPLIED
    9. FINAL THOUGHTS
    10. REFERENCES
    11. ADDITIONAL READINGS
    12. KEY TERMS AND DEFINITIONS
  14. Chapter 6: Technology-Enhanced Pedagogical Models to Learn Critical Citizenship at a South African University
    1. ABSTRACT
    2. INTRODUCTION
    3. LITERATURE REVIEW
    4. THEORETICAL FRAMEWORK
    5. RESEARCH QUESTIONS
    6. METHODOLOGY
    7. FINDINGS
    8. SOLUTIONS AND RECOMMENDATIONS
    9. DISCUSSION
    10. CONCLUSION
    11. ACKNOWLEDGMENT
    12. REFERENCES
    13. KEY TERMS AND DEFINITIONS
  15. Chapter 7: Active Learning Strategies in Technology Integrated K-12 Classrooms
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. DEFINING ACTIVE LEARNING: A CONSTRUCTIVIST APPROACH
    5. ACTIVE LEARNING’S CRITICAL COMPONENTS IN TECHNOLOGY INTEGRATED CLASSROOMS
    6. STRATEGIES TO SUPPORT ACTIVE LEARNING AND TECHNOLOGY OPTIONS
    7. CONCLUSION AND RECOMMENDATIONS
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  16. Chapter 8: Teaching History of Mathematics through Digital Stories
    1. ABSTRACT
    2. INTRODUCTION
    3. PROCEDURES FOR PREPARING DIGITAL STORIES
    4. CONCLUSION
    5. REFERENCES
    6. KEY TERMS AND DEFINITIONS
  17. Chapter 9: Active Learning, Deliberate Practice, and Educational Technology in Professional Education
    1. ABSTRACT
    2. INTRODUCTION
    3. METHODS
    4. FINDINGS
    5. DISCUSSION
    6. CONCLUSION AND IMPLICATIONS
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  18. Chapter 10: Active Learning Strategies in Enhancing Learning among College Students
    1. ABSTRACT
    2. INTRODUCTION
    3. METHODOLOGY
    4. RESULTS
    5. DISCUSION
    6. CONCLUSION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  19. Chapter 11: Educational Technology Assessment
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. RATIONALE
    5. RESEARCH THAT SUPPORTS THE VALIDITY AND RELIABILITY OF SRIS
    6. RESEARCH QUESTIONS ADDRESSED IN THE INITIAL STUDY
    7. RESEARCH HYPOTHESES
    8. TRI–SQUARED TEST MATHEMATICAL HYPOTHESES
    9. CRONBACH’S ALPHA [α] MATHEMATICAL HYPOTHESES
    10. STATISTICAL MATHEMATICAL MODELS
    11. CONDUCTING SRI RESEARCH AT AN HBCU
    12. THE SRI MEASUREMENT SCALE
    13. HOC TRI–SQUARED TEST RESULTS:
    14. GOODMAN & KRUSKAL’S LAMBDA (λ) TRI–SQUARED RESULTS
    15. INITIAL RESEARCH STUDY: HYPOTHESIS 2 RESULTS
    16. FINDINGS FROM EARLIER RESEARCH
    17. SOLUTIONS, RECOMMENDATIONS, AND FUTURE IMPLICATIONS
    18. CONCLUSION
    19. REFERENCES
    20. KEY TERMS AND DEFINITIONS
    21. APPENDIX
  20. Chapter 12: ELearning for Persons with Visual Disabilities
    1. ABSTRACT
    2. INTRODUCTION
    3. LITERATURE REVIEW AND THEORY
    4. METHODOLOGY
    5. IMPLEMENTATION OVERVIEW AND TESTING
    6. SYSTEM EVALUATION, RESULTS AND CONCLUSION
    7. FUTURE RESEARCH AND RECOMMENDATIONS
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  21. Chapter 13: iPad
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. EDUCATOR PREPARATION, TECHNOLOGY, AND DIVERSITY; HOW DOES IT ALL UNFOLD
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  22. Chapter 14: Towards a Theory of Formative Assessment in Online Higher Education
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. REVIEW OF THE COLLECTIVE CASE STUDY FINDINGS AND LINK TO RELATED STUDIES
    5. THE THEORETICAL FRAMEWORK FOR ONLINE FORMATIVE ASSESSMENT AS PROCESS-ORIENTED ASSESSMENT WITHIN THE ZPD
    6. CONCLUSION AND RECOMMENDATION FOR FUTURE RESEARCH
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  23. Chapter 15: Challenges and Opportunities for E-Learning in Education
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND TO ICT DEVELOPMENT EDUCATION IN TANZANIA
    4. E-LEARNING PROGRAMS IN TANZANIA: CHALLENGES
    5. E-LEARNING PROGRAMS IN EDUCATION IN TANZANIA: OPPORTUNITIES
    6. IMPLEMENTING E-LEARNING IN EDUCATION IN TANZANIA
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  24. Chapter 16: Opportunities and Challenges in Implementing Distance Learning and e-Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. INSTITUTIONALIZING AND IMPLEMENTING OF DL AND E-LEARNING AT MZUMBE UNIVERSITY: CHALLENGES AND OPPORTUNITIES
    4. CONCLUSION AND RECOMMENDATIONS
    5. REFERENCES
    6. KEY TERMS AND DEFINITIONS
  25. Chapter 17: Active Learning with Technology Tools in the Blended/Hybrid Classes
    1. ABSTRACT
    2. INTRODUCTION
    3. METHODOLOGY
    4. RESEARCH RESULTS AND DISCUSSIONS
    5. CONCLUSION
    6. RECOMMENDATION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  26. Chapter 18: Appraisal Theory
    1. ABSTRACT
    2. INTRODUCTION
    3. LITERATURE REVIEW
    4. RESEARCH METHOD
    5. DISCUSSION
    6. CONCLUSION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  27. Chapter 19: Perceptions of Competencies Developed in an Active Learning Course Featuring the Design of Web-Based Instruction on Mathematics
    1. ABSTRACT
    2. INTRODUCTION
    3. ACTIVE LEARNING AND MATHEMATICS TEACHING
    4. METHOD
    5. SAMPLING
    6. INSTRUMENTS
    7. COURSE DESIGN AND ACTIVE LEARNING
    8. DATA ANALYSIS
    9. VALIDITY AND RELIABILITY
    10. RESULTS
    11. DISCUSSION
    12. REFERENCES
    13. KEY TERMS AND DEFINITIONS
    14. APPENDIX
  28. Chapter 20: Deployment and Adoption Strategy of Cloud Computing for Blended Learning in Higher Education Institutions in Sub-Saharan Africa
    1. ABSTRACT
    2. INTRODUCTION
    3. BLENDED LEARNING IN HIGHER EDUCATION
    4. CLOUD COMPUTING
    5. CLOUD COMPUTING SERVICE MODELS
    6. CLOUD COMPUTING DEPLOYMENT MODELS
    7. CLOUD COMPUTING IN HIGHER EDUCATION
    8. ADVANTAGES OF CLOUD COMPUTING IN EDUCATION
    9. CLOUD COMPUTING ADOPTION STRATEGY
    10. CLOUD COMPUTING DEPLOYMENT OPTIONS
    11. PUBLIC CLOUD OPTION
    12. HYBRID CLOUD OPTION
    13. CONCLUSION AND RECOMMENDATIONS
    14. REFERENCES
    15. KEY TERMS AND DEFINITIONS
  29. Compilation of References
  30. About the Contributors